| 54103 |
Creator |
ddfea09c87321f113cbedc1a102b844b |
| 54103 |
Creator |
ext-d1f9e67d11c43339bdfa44c0d97d2e19 |
| 54103 |
Date |
2018 |
| 54103 |
Date |
2018-11 |
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Is Part Of |
repository |
| 54103 |
Is Part Of |
p14923831 |
| 54103 |
abstract |
Editathons are a relatively new type of learning event, which enable participants
to create or edit Wikipedia content on a particular topic. This paper explores the
experiences of nine participants of an editathon at the University of Edinburgh on
the topic of the Edinburgh Seven, who were the first women to attend medical school
in 19th century United Kingdom. This study draws on the critical approach to learning
technology to position and explore an editathon as a learning opportunity to increase
participants' critical awareness of how the Internet, open resources, and Wikipedia
are shaping how we engage with information and construct knowledge. Within this, there
is a particular focus on recognising persisting gender inequities and biases online.
The qualitative interviews captured rich narrative learning stories, which traced
the journey participants took during the editathon. Participants transformed from
being online information consumers to active contributors (editors), prompting new
critical understandings and an evolving sense of agency. The participants' learning
was focused in three primary areas: (1) a rewriting of history that redresses gender
inequities and the championing of the female voice on Wikipedia (both as editors and
subject matter); (2) the role of Wikipedia in shaping society's access to and engagement
with information, particularly information on traditionally marginalised subjects,
and the interplay of the individual and the collective in developing and owning that
knowledge; and (3) the positioning of traditional media in the digital age. |
| 54103 |
authorList |
authors |
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issue |
5 |
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status |
peerReviewed |
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uri |
http://data.open.ac.uk/oro/document/726319 |
| 54103 |
uri |
http://data.open.ac.uk/oro/document/726833 |
| 54103 |
uri |
http://data.open.ac.uk/oro/document/726834 |
| 54103 |
uri |
http://data.open.ac.uk/oro/document/726835 |
| 54103 |
uri |
http://data.open.ac.uk/oro/document/726836 |
| 54103 |
uri |
http://data.open.ac.uk/oro/document/726837 |
| 54103 |
uri |
http://data.open.ac.uk/oro/document/726879 |
| 54103 |
volume |
19 |
| 54103 |
type |
AcademicArticle |
| 54103 |
type |
Article |
| 54103 |
label |
Hood, Nina and Littlejohn, Allison (2018). Hacking History: Redressing Gender
Inequities on Wikipedia Through an Editathon. International Review of Research in
Open and Distributed Learning, 19(5) pp. 203–217. |
| 54103 |
label |
Hood, Nina and Littlejohn, Allison (2018). Hacking history: the role of the editathon
in socially shaping historical interpretation. International Review of Research in
Open and Distributed Learning (In Press). |
| 54103 |
label |
Hood, Nina and Littlejohn, Allison (2018). Hacking history: the role of the editathon
in socially shaping historical interpretation. International Review of Research in
Open and Distributed Learning, 19(5) pp. 203–217. |
| 54103 |
label |
Hood, Nina and Littlejohn, Allison (2018). Hacking History: Redressing Gender Inequities
on Wikipedia Through an Editathon. International Review of Research in Open and Distributed
Learning, 19(5) pp. 203–217. |
| 54103 |
Title |
Hacking History: Redressing Gender Inequities on Wikipedia Through an Editathon |
| 54103 |
Title |
Hacking history: the role of the editathon in socially shaping historical interpretation |
| 54103 |
in dataset |
oro |