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User talk:Tbayer (WMF)Could you send meThe following papers - I will try to review them, but I have limited academic net access right now: [1], [2], [3]. CC @Phoebe: --Piotr Konieczny aka Prokonsul Piotrus| reply here 09:52, 25 February 2015 (UTC)
Review of "Effects of Ego Involvement and Social Norms on Individuals’ Uploading Intention on Wikipedia: A Comparative Study between the United States and South Korea" This study, roughly, asks why people are uploading content to Wikipedia, comparing respondents from two culturally different countries, namely collectivist South Korea and the individualistic United States. Based on the usual convenience sample of college students (reached through an online survey), and the psychological theories such as theory of planned behavior, situational theory of problem solving, and roles of ego involvement (which represents the self-concept of individuals), subjective norm (a person’s perception of the social pressure to perform or not to perform the behavior in question), and descriptive norm (beliefs about what is actually done by the majority of one’s social circles), the authors test whether a number of factors are positively correlated with intent to upload content on Wikipedia. In total, the authors present nine hypothesis. Ego involvement is found to be highly significant, but not differentiating between two cultures, which the author interpret as an an indicator that globalization and the Internet are bridging the cultural gap, and interesting conclusion that deserves further discussion. The norms are found to be mostly irrelevant (only the descriptive norm is significant for the American sample group, and - contrary to the prior studies on Korean Internet users with regard to the subjective norm - neither is for the Korean one), as is the attitude on uploading behavior. Another possible explanation offered by the authors regarding the little difference between the two cultures concerns the individualistic values embedded in, or self-oriented nature of, Web 2.0 applications and social media, and the author repeat their proposition that it is likely due to globalizing factors (suggesting that young Korean generation, despite living in a collectivist culture, is significantly affected by individualistic global media). Overall, the authors conclude that cultural differences play a relatively small role in explaining the differences in American and Korean attitudes towards uploading content to Wikipedia. The study also reports on an interestingly low popularity of Wikipedia in South Korea: only about 50% of Korean students used Wikipedia, whereas almost 99% of the Americans ones did. The authors did propose some interesting explanations for this finding (such as a hypothesis that uploading content on Wikipedia might be regarded as a challenge to the established authority of traditional encyclopedias), but unfortunately they are not backed up with any significant evidence. Given the South Korea popular image as one of the most advanced countries when it comes to Internet use, the issue of Wikipedia's poor popularity there - as the authors note themselves - is one that is worth investigating in future studies. --Piotr Konieczny aka Prokonsul Piotrus| reply here 04:52, 26 February 2015 (UTC) Review of "Wikipedia and Undergraduate Research Trajectories" [4] It is no surprise that students like to use Wikipedia. The following paper adds to the debate on the perceptions, motivations, and attitudes of students who use this site by asking the following research question: "How do undergraduates actually use Wikipedia and how does this resource influence their subsequent information-gathering?" The study used the usual convinence sample of 30 American undergraduates, who were given a topic (Internet privacy), directed to the correponding page, and asked to draft a paper on that topic, using Wikipedia as their starting point. Of particular interest to us are the author's comments on Wikipedia's references. First, there's the (unfortunately, short and unjustified) comment that "it is common for Wikipedia articles to have two or more “Notes” and “References” sections, which [is] confusing". Second, that "following Wikipedia references were least preferred as next steps in the research process", about as likely as "going to the library catalog", and less so than "going to Google for more information," "accessing the library’s databases", or simply "returning to Wikipedia". When asked which Wikipedia references they would follow if they were to do so, there was a significant preference for the references cited first, regardless of their quality. A number of respondents expressed an opinion that first references are somehow "better", not realizing that Wikipedia footnotes are ordered simply by the order they appear in the article. Regarding their use of Wikipedia itself, "respondents overwhelmingly indicated that they used Wikipedia because it was easy to access" (similar to Google), thus displaying high preference for convenience, visibility and accessibility over authority and quality of the source or their bibliographies. The authors also note that while the students understand that, in theory, scholarly sources are the best (and better than Wikipedia), they are more interested in "reasonably good" than "accurate" information, either because of difficulties in accessing / interpreting the "most credible" sources, or perhaps because of their skepticism towards authority. The author concludes that one of the best solutions is to involve students in the process of creation and editing of Wikipedia pages, through she sees that as a method to educate students about Wikipedia's imperfections, rather than as a way to improve Wikipedia's quality, a task she seems better suited for faculty and librarians. She also offers some worthwhile suggestions to "Wikipedia developers" regarding the goal of pursuing collaboration with academic libraries, by noting that " it may be worth for Wikipedia to develop a visualized ranking mechanism for its references" - an idea that is certainly worth discussing further. --Piotr Konieczny aka Prokonsul Piotrus| reply here 05:36, 26 February 2015 (UTC) Review[5] was only briefly mentioned in Wikipedia:Wikipedia Signpost/2014-10-29/Recent research. Here's a longer take. This paper reports on on the use of a Wikipedia student assignments in a somewhat different environment than the usual American undergraduates - instead, this one deals with Finish secondary school students. The authors use the guided inquiry framework, one that postulates that "information literacies are best learned by training appropriate information practices in a genuine collaborative process of inquiry", and that asks how collaborative Wikipedia writing assignments fit into this approach. The authors findings tie with the prior research on this subject: students are found to be more motivated than in traditional writing assignments, they develop skills in understanding wikis and Wikipedia (jncluding its reliablity) and in encyclopedic writing. They are however less likely to develop skills such as identifying reliable sources without additional instructions on this. The authors also note that "the limitation of encyclopaedic writing is that it is not intended to generate new knowledge but to synthesize knowledge from existing sources(i.e., a type of literature review)"; hence teachers who aim to develop skills in generating new knowledge have to consider alternative assignments. The author also stress the need to tailor the Wikipedia assignment (or any other) to the specific class. --Piotr Konieczny aka Prokonsul Piotrus| reply here 03:18, 16 March 2015 (UTC) I was also reading [6] This recent study is a valuable contribution to the small body of work on academics attitudes towards Wikipedia, and is the largest-scale survey in that field so far, with nearly a 1000 valid responses from the faculty at two Spanish universities. The authors find that Wikipedia is generally held in a positive regard (nearly half of the respondents think it is useful for teaching, while less than 20% disagree; similar numbers use it for general information gathering, through the numbers are split at about 35% on whether they use it for research within their own discipline). Almost 10% of the respondents say that they use it frequently for some teaching purposes. The numbers of those who discourage students from using it and those who encourage student to consult the site are nearly equal, at approximately quarter of the sample each. Almost a half have no strong feelings on this, and less than 15% strongly disagrees with students' use of Wikipedia - a finding that certainly suggests that the past few years have witnessed a major shift in academia (less than a decade ago, the stories of professors banning Wikipedia were quite common). Unsurprisingly, the faculty is much less likely to cite Wikipedia, with only about 10% admitting they do so. Almost 90% of the academics think Wikipedia is easy to use, but only about 15% think editing is easy - with over 40% disagreeing with that statement. About 2% of respondents describe themselves as very frequent contributors to the side, and 6% as frequent. Over 40% have no thoughts n Wikipedia editing and reviewing system, which leads the authors to suggest that "that most faculty do not actually know Wikipedia‘s specific editing system very well nor the way the [site's] peer-review process works". Asked about Wikipedia's quality, those who think Wikipedia articles are reliable outnumber those who disagree 2:1 (at 40% to 20%), with an even higher ratio (over 3:1) of those who agree that Wikipedia articles are up to date. The respondents are equally divided, however, on whether the articles are comprehensive or not. The authors thus conclude that the impression that most academics are concerned about Wikipedia's quality is not proven by their data. Nonetheless, the artifacts of Wikipedia early poor reception within academia linger: more than half of the respondents think that use of Wikipedia is frowned up by most academics, even through only 14% do so. The study goes beyond presenting simple descriptive statistics, and gives us a number of interesting findings based on correlations: strongest correlation for teaching use is related to making edits (r=.59), followed by opinions that it improves students learning (r=.47), perception of and use by colleagues (r=.41), Wikipedia's perceived quality (r=.4) and its passive use (r=.3). The authors also find that views of and use of Wikipedia's is higher among the STEM fields than in the "soft", social sciences. This also explains the Wikipedia's higher popularity among male instructors (which disappears when controlled for discipline and the corresponding much lower population of women teaching in the STEM fields). Interestingly, the influence of age was not found to be significant, which the authors concluding that "that faculty’s decision to use Wikipedia in learning processes does not follow the usual pattern of other Web 2.0 tools where young people tend to be more frequent users." Of immediate practical value to the Wikipedia community are the findings on what would help the respondents design educational activities using Wikipedia: 64% would like to see a "catalog presenting best practices", with similar numbers (about 50%) pointing to "getting greater institutional recognition", "having colleagues explaining their own experiences", and "receiving specific training". --Piotr Konieczny aka Prokonsul Piotrus| reply here 06:24, 16 March 2015 (UTC) This social network analysis looks at the entire corpus of Wikipedia biographies (with data from English, Chinese, Japanese and German Wikipedias). The authors created several thousand networks (unfortunately, this short conference paper does not discuss precisely how) and used the PageRank algorithm to identify key individuals. The authors attempt to answer "Who are the most important people of all times?" Their findings clearly show that different Wikipedias give different prominence to different individuals (the most prominent people, for the four Wikipedias, appear to be George W. B. Bush, Mao Zedong, Ikuhiko Hata and Adolf Hitler, respectively). The Eastern cultures seem to prioritize warriors and politicians; Western ones include more cultural (including religious) figures. Interesting findins concern globalizatin: "While the English Wikipedia includes 80% non-English leaders among the top 50, just two non-Chinese made it into the top 50 of the Chinese Wikipedia... "Japanese Wikipedia is slightly more balanced, with almost 40 percent non-Japanese leaders". Findings for the German Wikipedia are not presented. Through the authors don't make that point, it seems that no women appear in the Top 10 lists presented. Overall, this seems like an interesting paper, through the brief form (two pages) means that many questions about methodology remain unanswered, and the presentation of findings, and analysis, are very curt. On a side note, one can wonder whether this paper is truly related to anthropology; given that the only time this field is referred to in this work is when the authors mention that they are "replacing anthropological fieldwork with statistical analysis of the treatment given by native speakers of a culture to different subjects in Wikipedia." --Piotr Konieczny aka Prokonsul Piotrus| reply here 03:12, 24 March 2015 (UTC) Journal paper reviewHello, Tbayer. I have prepared a draft in the style of other newsletter reviews. Axl ¤ [Talk] 03:06, 25 March 2015 (UTC) Reference errors on 25 March
Please check this page and fix the errors highlighted. If you think this is a false positive, you can report it to my operator. Thanks, ReferenceBot (talk) 00:23, 26 March 2015 (UTC)
Piotrus contributions to the end of April WMRThis study looked at how Wikipedian's perceive bots, to enhance our understanding of the relationship between human and bot editors. The authors find that the both are perceived as either "servants" or "policeman". Overall, the bots are well accepted by the community, a factor the authors attribute to the fact that most bots are clearly labelled as and seen as extensions of human actors (tools used by advanced Wikipedians). The authors nonetheless observe that where bots make large number of minor edits, they are most likely to attract criticism. Still, the necessity for such labor, maintaining categories, templates and such, is, according to actors, a widely recognized and accepted element of Wikipedia's life.
This paper provides evidence that quality of an article is not a simple function of its popularity, or, the words of the authors, that there is "extensive misalignment between production and consumption" in peer communities such as Wikipedia. As the author note, reader demand for some topics (e.g. LGBT topics or pages about countries) is poorly satisfied, whereas there is over-abundance of quality on topics of comparatively little interest, such as military history. The authors arrived at this conclusion by comparing data on page views to articles on English, French, Russian, and Portuguese Wikipedias to their respective Wikipedia:Assessment (and like) quality ratings. The authors note that at most 10% of Wikipedia articles are well correlated with regards to their quality and popularity; in turn over 50% of high quality articles concern topics of relatively little demand (as measured by their page views). The authors estimate that about half of the page views on Wikipedia - billions each month - are directed towards articles that should be of better quality, if it was just their popularity that would translate directly into quality. The authors identify 4,135 articles that are of high interest but poor quality, and suggest that the Wikipedia community may want to focus on improving such topics. Among specific examples of extremes are articles with poor quality (start class) and high number of views such as wedding (1k views each day) or cisgender (2.5k views each day). For examples of topics of high quality and little impact, well, one just needs to glance at a random topic in the Wikipedia:Featured articles - the authors use the example of 10 Featured Artcles about the members of the Australian cricket team in England in 1948 (itself a Good Article; 30 views per day). Interestingly, based on their study of WikiProjects, popularity and quality, the authors find that contrary to some popular claims, popculture topics are also among those that are underdeveloped. The authors also note that even within WikiProjects, the labor is not efficiently organized: for example, within the topic of military history, there are numerous featured articles about individual naval ships, but the topics of broader and more popular interests, such as about NATO, are less poorly attended too. In conclusion, the authors encourage the Wikipedia community to focus on such topics, and to recruit participants for improvement drives using tools such as User:SuggestBot. --Piotr Konieczny aka Prokonsul Piotrus| reply here 07:39, 28 April 2015 (UTC) Piotrus contributions to the end of May'15 WMR
{{{2}}} Recent researchIt looks odd to just credit one person's section. For the sake of consistency can we do it for everyone or no one? Gamaliel (talk) 20:22, 29 May 2015 (UTC)
More on indexingJust a note, I wrote an editorial explanation of the article-tagging project a while ago which I subsequently...forgot about. It's a useful whatsit reference and some version of it will be published at some later point. ResMar 02:57, 3 June 2015 (UTC) Piotrus contributions to the end of June'15 WMRThis paper looks at the topic of Wikipedia governance in the context of online social production, which is contrasted to traditional, contract-bound, hierarchical production models that characterize most organizational settings. Building on the dynamic capabilities theory The authors introduce a new concept, "collective governance capability" which they define as "the capability of a collective arrangement to steer a production process and an associated interaction system." The authors ask the research question "How does a collective governance capability to create and maintain value emerge and evolve in online social production?" The authors note that Wikipedia governance has changed significantly over the years, becoming less open and more codified, through they seem to acknowledge this as a positive outcome. The authors main conclusion center, first, on stressing that governance could itself be a dynamic, evolving process. Second, that new kinds of governance mechanisms make it possible to create significant value by harnessing knowledge resources that would be very difficult to seize through a market or corporate system. Third, that the lack of a contractually sanctioned governance framework means that people have to learn to deal directly with each other through peer-based interaction and informal agreements, which in turn creates opportunities for self-improvement through learning. Fourth, the authors note that the new type of governance models are constantly evolving and changing, meaning they have a very fluid structure that is difficult to describe, and may be better understood instead as changing combinations of different, semi-independent governance mechanisms that complement one another. Finally, they stress the importance of the technology in making those new models of governance possible.--Piotr Konieczny aka Prokonsul Piotrus| reply here 06:03, 22 June 2015 (UTC) (comment: paper is CC-BY, so extensive quoting is allowed) Similar to several other pieces of research, this paper looks at social production of knowledge in the context of a single, controversial Wikipedia topic, this time, the Fukushima Daiichi nuclear disaster. Authors compare the discussons in English and Japanese Wikipedias, noting that (as we would expect) the English one attracts more global audience. Both communities were primarily focus on writing an encyclopedic article, through contrary to the authors expectation, it was the English Wikipedia editors who were more likely to raise topics not directly related to the creation of the article. Overall, the paper is primarily descriptive, and does not provide much discussion to enhance the existing social theories. --Piotr Konieczny aka Prokonsul Piotrus| reply here 06:12, 22 June 2015 (UTC) Piotrus contributions to the end of July'15 WMRre: Models for Understanding Collective Intelligence on Wikipedia Randall M. Livingstone This article presents an argument that Wikipedia is an example of collective intelligence. The article is primarily a theoretical piece, but the author is well-informed in Wikipedia's everyday workings, illustrating the theory with his knowledge of Wikipedia. The article heavily relies on Pierre Lévy's notion of humanistic collective intelligence. The author argues that Wikipedia displays some key characteristics of a collective intelligence process, such as software optimized for stigmergy (a mechanism of indirect coordination between agents or actions, such as the existence of edit history, talk pages, etc.); distributed cognition (such as existence of bots, and division of tasks between various tools and individuals, facilitating their actions), and possibly, through it is not possible to prove beyond any doubt, emergence (a process whereby larger entities, patterns, and regularities arise through interactions among smaller or simpler entities that themselves do not exhibit such properties). The author concludes that Wikipedia thus exemplifies a special kind of collective intelligence, the aforementioned humanistic collective intelligence proposed by Lévy. --Piotr Konieczny aka Prokonsul Piotrus| reply here 19:32, 28 July 2015 (UTC) Piotrus contributions to the end of August'15 WMRreview of [13] This paper looks at the benefits of using Wikipedia in the classroom, stressing, in addition to the improvement in writing skills, the importance of acquiring digital literacy skills. In other words, by learning how to edit Wikipedia students acquire skills that are useful, and perhaps essential, in today's world, such as ability to learn about online project's norms and values, how to deal with trolls, how to work with other in collaborative online projects, etc. The authors discuss those concepts through the acculturation theory and develop their views further through the grounded theory methodology. They portray learning as an acculturation process, that occurs when two independent cultural systems (Wikipedia and academia) coming into contact. — Preceding unsigned comment added by 166.104.240.88 (talk) 06:58, 25 August 2015 (UTC) Own paper summary?Hi, I am new to the community, and I don't really know how the Signpost Recent research works. Is it okay to submit a summary of one's own research paper? Srijankedia (talk) 02:51, 27 August 2015 (UTC)
Piotrus contributions to the end of Sept'15 WMRWikipedia research still is not often seen in the book form. Here's one of the are exceptions: a book chapter on "Teaching Philosophy by Desigining a Wikipedia Page". It is an essay in which the author describes his experiences in teaching a class with a "write a Wikipedia article" assignment; specifically starting the Collective intentionality page. The students worked in teams, each tasked with improving a different part of the artcicle (from separate parts of the literature review to ensuring that the article confirms to different elements of Wikipedia's manual of style). The end result was quite succesful: a well-written new Wikipedia entry (see here revision as of the time the article was last edited by the instructor in January 2013) and the students seemed to have expressed positive assessments, particularly with regards to having an impact on the real world (i.e. creating a publicly visible Wikipedia's page). The author concludes that the students benefit both from contributing to public knowledge, and by learning how public knonwledge is created. Unfortunately, it appears that (as is still too often the case) the author (Graham Hubbs of the University of Idaho, presumably Phil442 (talk · contribs)) was not aware of the Wikipedia:Education Program, as no wiki entry for the course was created at the Wikipedia:School and university projects. It may therefore be wise for the editors associated with the Wiki Education Foundation (some of whom, I hope, area reading this) to purse this and contact the author - as someone who was quite happy with his first experiment in teaching with Wikipedia, he may be happy to learn we offer extensive support for this (at least, as far the US goes). On a final note, I do observe, sadly, that neither the instructor, nor any of the students kept editing Wikipedia after the course was over (outside a single edit here), which seems to be a too-common case with educational assignments in general. --Piotr Konieczny aka Prokonsul Piotrus| reply here 07:59, 24 September 2015 (UTC) Incomplete?Hi Tilman, It appears that on the Signpost, the first item in the "In Brief" section is incomplete. :) -Philippe (talk) 22:41, 3 October 2015 (UTC)
Piotrus contributions to the end of Oct'15 WMRHere's your monthly newsletter, TB, errr... I mean, my monthly contribution to WMR :)
Piotrus contributions to the end of Nov'15 WMR
This paper contributes to the discussion of the relation of Wikipedia and academia, in the context of the use of academic publications on Wikipedia. The authors, relying on Scopus database, looked at whether articles and academic books (monographs) indexed in it (302,328 articles and 18,735 books) are cited by Wikipedia, other articles, and books, and found that only about 5% of all academic articles are being cited on Wikipedia, compared to about 33% of books. Arts, humanities and social science books are cited almost twice as often as those from natural and medical sciences. The authors conclude that Wikipedia citations are not strongly related to scientific impact, but more so to the work's educational and cultural one. The authors conclude that Wikipedia citations are likely a good source for understanding the work's non-scholarly impact, particularly for books. On that note, while the authors discus some limitations of their study, they do not address the topic of open access, which could explain the discrepancy between the use of books (many of which are at least partially available through online through Google Books, a database the authors themselves used as well in this study) and articles (most of which are not available to an average reader). Therefore the authors conclusion should be moderated by the fact that while in Wikipedia is not currently citing the majority of academic articles, as said majority is not readily available to the project contributors, further research is needed on whether Wikipedia can be used to understand the impact of scholarly open access sources. Piotrus contributions to the end of Dec'15 WMRI guess this didn't make it to Nov, so I'll start Dec section early. This dissertation looks at the opportunities for writing pedagogy offered by the Wikipedia:Education program. It provides an interesting, through not comprehensive, overview of the literature in the field, and then proceeds to describe and analyze a number of educational assignments that the author has carried out on Wikipedia through their 2011 course. The author concludes that the "teaching with Wikipedia" approach is generally beneficial to students in a number of ways, from improving their writing and research skills, to an increase in student's rhetorical skills, and understanding of topics relating to knowledge creation. The main limitations of the study, acknowledged by the author, is that it is based on a small sample of students (the course seems to have only about seventeen participants). Nonetheless, it is a useful addition to our still limited understanding of the practice and benefits of the use of Wikipedia in an educational setting. --Piotr Konieczny aka Prokonsul Piotrus| reply here 08:54, 30 November 2015 (UTC) This paper, or perhaps an essay or an onion piece (2,500 words, with little original research), entitled Wikipedia, sociology, and the promise and pitfalls of Big Data, is a strange beast. Published in the Big Data & Society, it doesn't really address the topic of big data; instead presenting a sociologically-informed and critical discussion of a number of aspects of Wikipedia that while interesting seems out of place in an academic journal, and reads more like an academic blog entry. The authors display a reasonable familiarity with Wikipedia, through they make a few factual mistakes (such as suggesting that Wikipedia:WikiProject Sociology was formed with the assistance of the American Sociological Association in 2004; in fact ASA has not been aware of WP:SOCIO until late 2000s and its support for it has been limited to linking to the WikiProject from their Wikipedia Initiative Page). Based on their literature review, the authors don't hesitate to make some strong claims about Wikipedia, primarily in vein of Wikipedia becoming less friendly to new editors, through most of those claims are more or less supported by the sources cited. The authors research question is how the discipline of sociology is framed on Wikipedia, with special attention to the concepts of notability of academics (WP:PROF) and the gender imbalance of the Wikipedia biographies of sociologists. Unfortunately, as this is not a proper research piece, the authors findings are rather sparse, and primarily concern the fact that topics covered by the WikiProject Sociology and its related portal are poorly structured, that Wikipedia's biographies of sociologists are mostly about male subjects (the article omits, however, the question of gender bias in academia - aren't most sociologists male anyway...? ), and that WP:PROF guideline may not be enforced too strictly for sociological biographies. It was an enjoyable reading, but overall, as seen in the article's sections which are entitled Abstract, Declaration of conflicting interests, Funding and Notes, there is something important missing - the article proper. As the authors twice make a point of stressing the chaotic and unorganized nature of Wikipedia's coverage of sociological topics, I can't help but feel that the article, whose also fails to drive home any particular and well organized point, neither. RRTilman, apologies, we felt it was undesirable to delay publication further. We look forward to RR in the next edition. Thank you so much. Tony (talk) 16:25, 30 December 2015 (UTC) A barnstar for you!
Piotrus contributions to the end of Jan'15 WMR
This paper data mines Wikipedia's biographies, focusing on individuals longevity, profession and cause of death. The authors are not the first to observe that majority of Wikipedia biographies are those of sportspeople (half of them, soccer players), followed by artists and politicians, but they do make some interesting historical observations, such as that the sport rises only in the 20th century (particularly from the 90s), that politics surpassed religion in the 13th century, until it was surpassed by sport, and so on. The authors divide the biographies into public (politicians, businessmen, religion) and private (artists and sportspeople) and note that it was only in the last few decades that the second group started to significantly outnumber the first; they conclude that this represents a major shift in societal values, which they refer to as "hidden revolution in human priorities". It is an interesting argument, through the paper is unfortunately completely missing the discussion of some important topics, such as the possible bias introduced by Wikipedia's notability policies. --Piotr Konieczny aka Prokonsul Piotrus| reply here 17:55, 26 January 2016 (UTC)
This paper looks into gender inequalities in Wikipedia articles, presenting a computational method for assessing gender bias in Wikipedia along several dimensions. It touches on a number of interesting questions, such as whether the same rules are used to determine whether women and men are notable; is there linguistic bias, and whether articles about men and women have similar structural properties (e. g., similar meta-data, and network properties in the hyperlink network). They conclude that notability guidelines seem to be more strictly enforced for women then men, linguistic bias exists (ex. one of the four most strongly associated words with female's biographies is "husband", whereas such family-oriented words are much less likely to be found in biographies of male subjects), and that as majority of biographies are about men and men tend to link more to men than to women, this lowers visibility of female biographies (for example, in search engines like Google). The authors suggest that Wikipedia community should consider lowering notability requirements for women (controversial), and adding gender-neutral language requirements to Manual of Style (much more sensible proposal). Piotrus contributions to the end of Feb'15 WMRThis conference papers promises, in the abstract, to more or less analyze and present all aspects of Wikipedia use in education. Unfortunately, it fails to do so. For the first four and half pages, the paper explains what Wikipedia is, with next to no discussion of the extensive literature on the use of Wikipedia in education or its perceptions in academia. There is a single paragraph of original research, based on the intereview of three Swiss Wikipedians; there is little explanation of why those people where intereviewed, nor are there any findigns beyond description of their brief editing history. The paper ends with some general conclusions. Given the semi-formal style of the paper, this reviewer can only conclude that this work is an undergraduate student paper of some kind, and it unfortunately adds nothing substantial to the existing literature on Wikipedia, education and academia. This paper focuses on the Swedish Wikipeda and its gender gap. It quantifies the data and provides some information about why Swedish women are not contributing to the project. The paper collected data through a questionnaire that was advertised in December 2014 on Swedish Wikipedia in the project-wide banner form, something that an average researcher can only dream about when it comes to English Wikipedia. The paper estimates the Swedish Wikipedian gender gap in the form of percentage of female editors at between 19% to 13%, based on the self-reported data from Wikipedia account profiles, and answers to the questionnaire. More interesting is the analysis of the activity of the accounts: the self-declared male accounts are several times more active then the female accounts, with the authors estimating that only about 5% of the Swedish Wikipedia content is written by women. Contrary to some prior research (most of which focused on English Wikipedia), Swedish Wikipedia editors and readers do not perceive Wikipedia as a place where sexist comments are significant, through about a third agree that general conflicts between editors do take place. Nonetheless, women are less likely than men to think that 1) Wikipedia is welcoming to beginners; 2) that everyone gets treated equally, regardless of gender; 3) to state that editing means taking on conflicts and are more likely than men to acknowledge the existence of sexist comments. In authors own words "women have more concerns about the community being sexist and not welcoming, and do not expect conflict as part of editing to the same degree as men", through the authors also note that statistical tests suggests that "the differences in opinion between gender groups do not differ greatly". The authors also conclude that there is no evidence that Swedish Wikipedia readers have any preconcived negative notions about the Wikipedia community (such as "it is sexist") that should contribute to the gender gap and thus inhibit potential women contributors from editing. Finally, they note that "Significant differences in perceived competence were found. Women report “I’m not competent enough” as a strong contributing factor to them not editing more than twice as often as men.", and suggest that as women often perceive, whether correctly or not, that they have lower computer skills then men, and see Wikipedia as a website which requires above-average computer skills, this (rather than unfriendly, sexist community) may be the most significant factor affecting their lack of contributions. --Piotr Konieczny aka Prokonsul Piotrus| reply here 09:38, 29 February 2016 (UTC) Piotrus contributions to the end of Mar'15 WMRI'll start early this time, since I just read This is a good example of how to write good articles for the "teaching with Wikipedia" field. In this course, the authors describe their positive experiences with several under and post graduate classes at University of Sydney, developing articles such as pregnancy vegetarianism, Cleo (magazine) or Slave Labour (mural), among others. They describe in relative detail a number of assignments and assessment criteria, and discuss benefits that their Wikipedia assignments have for the community (improving valuable and underrepresented content) and for the students themselves (improving their writing, research and collaborative skills). The paper could benefit from a more comprehensive literature review, however: while it describes a useful set of educational activities, and rather well at that, they are not groundbreaking: practically all activities discussed in this paper have been discussed in peer review literature by others, through unfortunately the authors fail to cite many of related works (I count only about five citations to the other peer reviewed works from the much larger field of teaching with Wikipedia). Further, the authors seem unaware of the Wikipedia:Education Program; it does not appear that any of their courses so far have been registered with Wikipedia; sadly they have no on-wiki homepage allowing identification of all edited articles or participating students; it is also unclear if the instructors themselves have a Wikipedia account. This suggests a failing both on the part of the researchers (they spend years reading about, researching and engaging with the teaching with Wikipedia approach without realizing there is a major support infrastructure in place to assist them), as well as on the part of the Wikipedia community and the Education Program itself, which is clearly still not being visible enough, nor active enough to identify and reach out to educators who have been engaged in several years of ongoing teaching on Wikipedia. Hopefully in the future we can integrate those and other educators into our framework better. --Piotr Konieczny aka Prokonsul Piotrus| reply here 05:31, 9 March 2016 (UTC) Piotrus contributions to the end of May'15 WMRReview of [26]: the following paper in JASIST from April this year is a short opinion piece summarizing Wikipedia's perceptions of in academia. It provides a short literature review of works that discuss this subjects, summarizes the research on Wikipedia's reliability (still a concern among many scholars), notes the spread of the Wikipedia use as a teaching assignment in colleges, acknowledges the general widespread use of Wikipedia by the public, and in the paper's own words, calls "for a peaceful coexistence". A more detailed take on those very subjects is presented by the very same journal in March [27] (disclaimer: the latter article is written by me). --Piotr Konieczny aka Prokonsul Piotrus| reply here 05:26, 9 May 2016 (UTC)
The authors make a number of interesting observation. They observe that editors are not equal, and in addition the usual admin>user>anon>bot hierarchy, they noted that "'who you are’ is important when it comes to editing the schizophrenia article...". Many editors self-identified as living with schizophrenia or medical experts. The talk pages are policed to keep the discussion on discussing article's contents, and anecdotes and personal experience stories are discouraged, or even removed from the pages. WP:V and WP:OR are certainly enforced as well, and Wikipedians will be pleased to note their observation that "Priority is always given to the published scientific literature." However, there are also a number of problems. Not all contributors have access to paywalled, quality content, and some seemingly rely only on article's abstracts. Some low quality references split through the net, and standards are not enforced consistently ("Attention to the reference list in the schizophrenia article at the time of our study revealed numerous citations that were not reviews", but original research academic papers about "breakthroughs" - this mentioned in the context of a talkpage argument that such papers should be avoided until their findings are confirmed]", the authors also note that they found at least "one reference to another Wikipedia article and also a schizophrenia forum discussion". The article's structure is a result of years of minor edits with little attention to the big picture, resulting in occasionally illogical and incoherent layout with some contradictions or clearly obsolete but not updated sections, which leads authors to give the summarize the state of the article as "a rather ad hoc assemblage of resources" and "a chronological patchwork of studies that nonetheless does have the effect of synthesising knowledge". Despite those problems, they nonetheless conclude that Wikipedia article, and the creation process behind it, is similar to an academic review article. Also, despite Wikipedia's claims that it is simply describing the state of things, rather then creating new arguments or points of view, the authors do think that Wikipedia article is also an active voice in ongoing discussions, and notes that some editors on the talk page see the purpose of article as education the public as well as some experts. There are some unfortunate omissions (through to some degree understandable due to academic publish word limit). The authors do not discuss in detail whether some users, such as experts, seem to pull more weight in the discussions, or whether removal of personal stories impacts the friendliness of the discussion. Despite this omissions, the paper is an interesting analysis of knowledge creation on Wikipedia, as well as another contribution to the ongoing discussion of reliability and quality of Wikipedia. On that note, it is worth noting that Schizophrenia is a Featured Article, following a 2003 nomination that by today's FA standards is more like a joke. Given the criticism of the article's 2011 version as voiced by this paper, the community may want to consider a Feature Article Review here. --Piotr Konieczny aka Prokonsul Piotrus| reply here 07:40, 27 May 2016 (UTC) SignpostI forgot to ping you in my reply in the newsroom. Signpost publication will be later today. We're moving to a fortnightly schedule. Regards, --Andreas JN466 15:02, 4 July 2016 (UTC)
Research submission for The SignpostHello. I understand that you compile the monthly research report in The Signpost. Can you queue this for inclusion? Please ping me with any concerns or comments, or if I should change something. Thanks. @Jayen466 and PeteForsyth: Since you are the editors I wanted to signal that I am sharing something here. Blue Rasberry (talk) 17:18, 15 September 2016 (UTC) Piotrus contributions to the end of October'15 WMRThis study explores a logical premise: given that a number of online predictors have been associated with online events (ex. Google searchers can be used to monitor the spread of infectious diseases), can we use use Wikipedia's metadata for similar insights? Hence the author attempt to test whether Wikipedia content disputes can be used to understand real-life conflicts. The authors analyzed all pages linking to articles about countries that had the "NPOV dispute" tag, through they note that only about a quarter (138 out of 497) entities had sufficient number of conflicts to allow further analysis. (Here, this reviewers wonders why the authors chose the "what links here" tool rather than the more precise category of WikiProject template groups of articles; a cursory look at the 100+ articles linked to Poland, for example, suggests that only ~20% are clearly related to that country). The authors then created a Wikipedia Dispute Index (downloadable image of the index heat map), which measures whether a country has more or less then an average disputes linking to it. The authors note that their Index roughly matches "1996–2008 World Bank Policy Research Aggregate Governance Indicators" and the "Economist Intelligence Unit 2009 Political Instability Index" indexes (downloadable image of the correlation plots between said indexes - not bad, given the underlying problem of using "what links here" as a dataset). With regards to the results, they note that "the most disputed are parts of the middle east followed by other regions such as Kosovo, Bosnia & Herzegovina and North Korea... , countries in North America and Western Europe are the least disputed, with most other countries occupying a middle range." With regards to the type of conflicts, they observe "that "the biggest contributors to the indicator tend to be disputes over current or historical events or individuals that vary according to different political views." Through the authors do not make a convincing arguments about why exactly their index would be more or less useful then the existing ones, they note that it can be seen as a supplementary tool validating other indexes, and conclude that Wikipedia's data and metadata can be used to generate other useful indexes and metrics, something that this reviewer certainly agrees with. Finally, Wikipedians may find the following page created for this project useful (for the next few months or years until it inevitably goes down as it stops being maintained - perhaps somone could contant the authors about moving it to the Toolserver/Labs?: http://www.disputeindex.org/ which displays the (gray and white) heatmap and lists Wikipedia articles that are being analyzed - a nice visual gadget for our internal cleanup purposes). --Piotr Konieczny aka Prokonsul Piotrus| reply here 09:47, 13 October 2016 (UTC) New studyTbayer, when I happen to run across new research referenced in media articles I find in preparing the In the Media section of the Signpost, where should I drop a link to them to make sure you and others are aware of them? E.g., an Oct 19 Washington Post story discusses this study Ideological Segregation among Online Collaborators: Evidence from Wikipedians. Cheers.--Milowent • hasspoken 13:27, 24 October 2016 (UTC)
Recent research -- one questionHi, I read through Recent Research -- it looks very good overall. Please review the edits and inline comments I made; I don't think there's anything major. One important piece though, that I can't address -- who wrote which section? There are no attribution notes at the end of each section. -Pete (talk) 23:14, 2 November 2016 (UTC)
PLEASE stop changing the articleManual publication is difficult enough as it is, without worrying about edit conflicts, need for additional editing, etc. I am trying to get this thing out, this one in particular has been quite an ordeal to produce. -Pete Forsyth (talk) 01:16, 22 December 2016 (UTC)
The Signpost barnstar
Piotrus contributions to December's newsletterOr whichever is next :) The authors analyze Wikipedia's citations to academic peer reviewed article, finding that "older papers from before 2008 are increasingly less likely to be cited". The authors attempted to use Wikipedia citations as a proxy for public interest in astronomy, through the analysis is limited as there is no comparison to similar research (about public interest in sciences). The article notes that citations to articles from 2008 are most common, and it represents peak of citations, with fewer and fewer citations for years further from 2008. The analysis is also limited due to cut off date (1996), "because Scopus indexing of journals changes in this year". The author conclude that the observed citation pattern is likely "consistent with a moderate tendency towards obsolescence in public interest in research", as papers become obsolete and newer ones are more likely to be cited; older papers are cited for timeless, uncontroversial facts, and newer for newer findings. They also note that year late 2000s, c. 2008 may represent when most of Wikipedia's content in astronomy was created, through this is not backed up by much besides speculation. Overall, it is an interesting question, through one that does not provide any surprising insights.
Piotrus contributions to next newsletterI am confused if it is Dec or Jan. Anyway. The paper starts with a solid literature review on existing scholarship on teaching with Wikipedia, and this reviewer will commend the authors for doing a very solid job with their introduction, which also displays their familiarity with Wikipedia community and programs such as Wiki Edu Foundation and related. The authors then describe a semester-long elective course opened in the 2013 fall semester at the Sackler school of Medicine, Tel Aviv University, registered on Wikipedia as the Wikipedia:WikiProject Medicine/Tel Aviv University project. One of the unique elements here is that the authors designed a course that would not just use the Wikipedia assignment as part of the course, but also had substantial elements discussing topics such as 'what Wikipedia is'. Courses that significantly discuss Wikipedia are still very rare, and this one is to best knowledge the first course of this type that has been described in peer reviewed literature. In terms of content generation, the course resulted in 64 new articles in Hebrew Wikipedia and 64 expanded stubs, all related to medical topics. The article presents an in-depth overview of students responses, which were mostly positive. The are many insights which match my own experiences, including the note that "A new mini-assignment focusing on copyrights violations resulted in a drastic decline in copy-paste issues" - a great idea that should be included in best practices for teaching with Wikipedia, if it is not there already. The authors also found that students perception of Wikipedia reliability has risen. Students did not think that their digital literacy has improved significantly, but instead noted that their academic skills and collaborative work skills were improved. Students were satisfied and proud, and most reported sharing their experiences with family members and friends, and would recommend this course to others. Four students (out of 62) reported editing Wikipedia after the course. The authors describe the course as successful, and note that they are expanding it to be available to more students. The authors express hope that their study and design will allow for further popularization of Wikipedia teaching assignment and Wikipedia-focused elective courses, and this editor sincerely thinks their effort will be very helpful, as in my professional experience related to reading and reviewing literature on teaching wi th Wikipedia for many years, this is one of the best, if not the best, treatment of this subject. Anyone interested in teaching with Wikipedia, particularly from practical perspective, should read this paper. --Piotr Konieczny aka Prokonsul Piotrus| reply here 20:56, 15 January 2017 (UTC) For [33]: This short paper describes another teaching activity. It notes students (German undergraduate class) had much confidence in quality of Wikipedia, but did not feel qualified to make their own contributions. The study suggests that students need a hand-on guide to explain how editing Wikipedia works, as well as to direct them to articles that need attention, and confirms that if Wikipedia assignment is offered as an optional activity, relatively few students will attempt it. --Piotr Konieczny aka Prokonsul Piotrus| reply here 18:43, 20 January 2017 (UTC) Recent Research / "the author"Hi Tilman, just wanted to run this general principle by you. In several of the reviews, I see the term "the author." When reading, I typically stumble on this, because until I think it through, I'm not sure whether this refers to the reviewer or to the author of the paper. As a general rule, I'd prefer to introduce the paper's author by name in the first place we refer to them, and then by last name thereafter. OK with you? -Pete Forsyth (talk) 03:17, 16 January 2017 (UTC)
Piotrus contributions to Jan/Feb newsletterThis paper reports on faculty perception of Wikipedia, following a survey academics at four Californian universities (they attempted to identify all faculty members in those institutions, and asked all of them to participate in the survey, the response ratio was about 13% out of population of 3,000). The authors primary research question was whether attitudes towards Wikipedia are shifting. The authors queried their respondents whether their attitudes have shifted over they past five years, and if so - why. The study opens with an interesting literature review, citing a number of prior works on use of and perceptions of Wikipedia in academia. Following presentation of survey results, the authors conclude that faculty perceptions of Wikipedia have improved over the five-year period surveyed (over a third of the respondents improved their views, while only 6.5% had their attitudes worsen). Interestingly, the number of teachers allowing students to cite Wikipedia nearly doubled from 5% to 8.5%. The biggest reported shift is for teachers recommending use of Wikipedia for initial data gathering (from 40% to 55%), similarly the number of those telling students to never use Wikipedia decreased from 52% to 31%. The authors find that the impact of rank, years of teaching, or discipline on faculty attitudes is minimal. Based on qualitative comments, the authors note that negative comments on Wikipedia focused on the lack of reliability and the instability of entries.As the authors note, follow up studies on what, exactly, is responsible for different attitudes will hopefully cast light on this still unclear topic. At the same time we can reasonably expect that as time goes on, faculty views of Wikipedia will be slowly but steadily improving. On another note, authors also found out that 13% of the respondents (52 individuals - or ~1.5% of total population, through that would likely be an overestimation) have incorporated Wikipedia into their courses in some fashion - an interesting number regarding the spread and impact of the Wikipedia in Education initiatives. --Piotr Konieczny aka Prokonsul Piotrus| reply here 15:40, 22 February 2017 (UTC) Piotrus contributions to Feb/March newsletterThis conference paper touches upon a very interesting yet understudied question: psychological dimensions of why do people contribute to Wikipedia. The topic of motivations of Wikipedia contributors has been tackled before, but not much research has focused on said psychological aspects, which promise to teach us more about differences between individuals who have potential to become volunteer contributors. The study, based on a sample of Polish students (206 University of Gdańsk students in their early 20s, over half from the pedagogics field, over 80% female), looked at the personality traits labelled six personality traits (extraversion, openness to experience, conscientiousness, agreeableness, emotional stability and cynical hostility - the first four are also a part of the Big Five personality traits). One of the authors' motivations was to test whether cynical hostility would be negatively correlated to editing Wikipedia and one's opinion of it. In addition to attitudes to Wikipedia, the study also measured the students' attitude towards traditional encyclopedias, radio, press, and TV. The authors found that conscientiousness was negatively, but weakly, related to editing Wikipedia and positive opinions about Wikipedia. Cynical hostility was not related to any specific attitude to Wikipedia. Extraversion and openness to experience were positively, but weakly, related to positive opinions on Wikipedia. The authors suggest that the lack of relation between cynical hostility (distrust of other people) and Wikipedia may be related to many students not associating Wikipedia with the work of other individuals. They noted their findings are not consistent with prior studies; citing a study which suggested that knowledge sharing is related to openness to experience, conscientiousness, and agreeableness - through noting that this study was based on sharing knowledge inside a company, an environment that is somewhat different from doing so in a public, volunteer setting of Wikipedia. At the same time, this reviewer notes that not a single Wikipedia-related correlation was shown to be statistically significant in the study. Overall, it seems like an interesting study, but with statistically insignificant, inconclusive findings. Whether the studied population was too small, or too biased, it is hard to say, but this reviewer hopes future studies will pursue this question: the psychological dimension of why people contribute, like, or dislike and not contribute to Wikipedia is a very interesting issue to pursue. Even with no conclusive findings, this study shows the potential to investigate this topic. --Piotr Konieczny aka Prokonsul Piotrus| reply here 06:52, 12 March 2017 (UTC) In is generally known that while many experts (professors, etc.) use Wikipedia, they rarely contribute to it (which, generally, is not that different from how non-expert use but don't contribute to it). This study presents the results of a randomized field experiment, inspired by the social loafing theory, investigating how different incentives could motivate experts to contribute - in author's own words "We investigate incentives that Wikipedia can provide for scholars to motivate them to contribute". The authors (including User:I.yeckehzaare) are familiar enough with Wikipedia community to be able to create and operate a bot (User:ExpertIdeasBot, Wikipedia:Bots/Requests for approval/ExpertIdeasBot); additional resources about this study are available at Wikipedia:WikiProject Economics/ExpertIdeas. The authors sent a number of invitations to 3,974 researchers (from the field of economics). The bot, operating roughly from August 2014 to December 2016 sample edit can be seen for example here. The paper discusses the design of the experiment, and the result, in detail, and also contains a supporting statistical analysis showing a number of significant results. The authors conclude that experts are more likely to contribute if they receive a personalized email clearly mentioning their recent studies and areas of expertise. Another helpful aspect is if this invitation comes from an expert in the same field (rather than a random another person, including a random Wikipedia volunteer or WMF staff member). It is also helpful to appeal not only to the self-less argument that "We should contribute to Wikipedia because it is a public good, etc.", but also to more selfish motives, such as that one can add citations to one owns work to Wikipedia which can improve the likelihood of their publications being cited. Experts would also like for contributions to be more easily identifiable and attributable, and it is suggested that Wikipedia should make it easier for experts to receive recognition, for example through listing their contributions and names on a related WikiProject page. Overall, this is a very interesting study, and it is commendable he authors did it in a way that is highly transparent to the community. The code for the bot is available on GitHub, through I was unable to find any indication it is freely licensed, which sadly suggests that if Wikipedia Community would like to reuse it, it may not be able to do so (we will correct this statement as soon as any clarification/license link is found and available). Hopefully, the Wikipedia community and WMF will be able to capitalize on the findings from this study, developing it into a larger outreach program to academics. --Piotr Konieczny aka Prokonsul Piotrus| reply here 07:33, 12 March 2017 (UTC)
SignpostI just read your post on the Signpost newsroom page. Is including your report a simple cut and paste from your document?
Broom icon (Auto-Correct) Hi, Tilman. I have the broom icon (performs Auto-Format) on my wikitext-editor, but Doc James does not. Can you explain why? I have the Vector skin, and many gadgets enabled, plus user scripts. See the red highlights on the attached thumbnail image. Ping me back. Having fun! Cheers!
Signpost 2018 issue 1 date setSee WP:Wikipedia Signpost/Newsroom#Next issue ☆ Bri (talk) 06:05, 5 January 2018 (UTC) AssistanceI have a study I would like to summarize for the Signpost. Besides going through every issue, is there a way to determine if a particular article has appeared in the Signpost? And, where is the etherpad? I thought I knew but now I can't find it. Best Regards, Barbara (WVS) ✐ ✉ 21:27, 6 February 2018 (UTC)
The SignpostHi. The Signpost has now been published after a long delay. There are some articles in it that may interest you particularly. Don't hesitate to contribute to the comments sections. Kudpung กุดผึ้ง (talk) 06:00, 30 March 2018 (UTC) Is anyone reviewing this?I've been a bit out of the WRN loop for a while, but I think I can review something, maybe [37]? --Piotr Konieczny aka Prokonsul Piotrus| reply here 05:29, 4 May 2018 (UTC)
"Teaching with Wikipedia" is becoming increasingly a norm - perhaps not as 'a very common activity', but common enough that there are thousands of courses using it, and dozens of academic papers reviewing the effectiveness of this approach. A paper recently published in PS – Political Science & Politics discusses educational benefits of teaching about controversial issues through the case study of one of such assignments, involving students writing Wikipedia articles on a topic related to inequality for the course taught by the author (a 2015 Kent State University upper-division writing-intensive seminar in political science titled “The Politics of Inequality”). The author, familiar with materials released by the Wiki Education Foundation, followed many recommended 'best practices', such as dedicating class time to teaching students about both Wikipedia editing how-to, and the site's policies related to article quality. The author found Wikipedia editing environment conductive to peer reviews. Students appreciated the collaborative nature of the project, enabling peer reviews of one anothers work, and understood and were motivated by the fact that their work was intended for the wider world and had long term impact, extending beyond the immediate duration of the course. Most crucially, Wikipedia's neutrality policy posed an interesting challenge for the students, who had to find reliable sources to back (or challenge) their views. The biggest challenge, unsurprisingly, "Wikipedia’s clumsy interface and formatting". In the end 85% of the students found the assignment useful. The author likewise found the experience helpful, noting that the assignment "yielded generally positive results". Unfortunately, despite the author's positive conclusions regarding this teaching activity, it seems that this (2015) course has been the first and last course using 'Teaching with Wikipedia' approach by the author. On a final note, the paper includes the detailed syllabus and supporting materials used to develop this activity for a course, helpfully facilitating the reuse of this project by other instructors. It is also commendable that the supplementary materials included the course name and Wikipedia course page. --Piotr Konieczny aka Prokonsul Piotrus| reply here 11:02, 11 May 2018 (UTC) Importing the WM blogDo you know who I should contact about the blog tool that inserts the WM blog into the Signpost? Best Regards, Barbara ✐ ✉ 20:21, 10 May 2018 (UTC) The SignpostAre you intending to submit your report for the next issue of The Signpost? Deadline in 7 days. Kudpung กุดผึ้ง (talk) 06:30, 16 May 2018 (UTC) Are you intending to submit your report for the next issue of The Signpost? Deadline in 7 days. Kudpung กุดผึ้ง (talk)
Just a reminder that deadline is now reached. Anything that is not submitted within the next 12c hours will not be included in this month's issue. Kudpung กุดผึ้ง (talk) 01:19, 28 August 2018 (UTC)
The SignpostCould you please ensure that your content for the November issue is submitted on before 25 November 07:59 UTC. It shoud be ready for print. The editorial team does not currently have the capacity for copyediting or proof reading 3rd party submisions. Later submissions will be carried over to the December issue (if there is one). Thanks. Kudpung กุดผึ้ง (talk) 05:34, 17 November 2018 (UTC)
November 2018
Points to note:
If you find yourself in an editing dispute, use the article's talk page to discuss controversial changes and work towards a version that represents consensus among editors. You can post a request for help at an appropriate noticeboard or seek dispute resolution. In some cases, it may be appropriate to request temporary page protection. If you engage in an edit war, you may be blocked from editing. Liz Read! Talk! 05:57, 17 November 2018 (UTC)
PhD in Wikipedia?I noticed the Etherpad for candidates for The Signpost Recent research includes a Ph.D. thesis on Wikipedia featured article creation. Is this a first? ☆ Bri (talk) 04:08, 24 November 2018 (UTC)
Short descriptions statisticsHi Tilman, Do you know whether it would be a big job to get statistics on the number of editors who have edited one or more short descriptions on en:? Cheers, · · · Peter (Southwood) (talk): 08:03, 27 December 2018 (UTC) (please ping with reply)
The SignpostCould you please ensure that your content for the January issue is submitted on or before 'Writing: 30 January 07:59 UTC . It should be ready for print. The editorial team does not currently have the capacity for reviewing, copyediting, or proof reading 3rd party submissions. Later submissions will be carried over to the February issue (if there is one). Thanks. Kudpung กุดผึ้ง (talk) 11:35, 24 January 2019 (UTC)
When you've got time, could you comment here? Headbomb {t · c · p · b} 18:39, 2 April 2019 (UTC) |
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