Using Wikipedia to Teach Audience, Genre, and Collaboration

Using Wikipedia to Teach Audience, Genre, and Collaboration

Authors	Alan Bilansky
Publication date	2016
DOI	10.1215/15314200-3435996
Links	Original

Using Wikipedia to Teach Audience, Genre, and Collaboration - scientific work related to Wikipedia quality published in 2016, written by Alan Bilansky.

Overview

This article describes a sequence of assignments to guide students through an informed effort at making contributions to Wikipedia that persist, and suggests ways this set of exercises in social informatics may also serve a number of common goals in a variety of writing, literature, and other courses: analyzing and writing for explicit editorial guidelines (“standards” in information science, “house style” in editorial practice); understanding, conforming to, and even negotiating conventions of genres and subgenres; collaborating online; writing for an audience that not only is real but also talks back; and developing deep understanding of revision and the writing, editorial, and publication processes. Students first learn Wikipedia policies and practices and analyze the historical development of articles before they make contributions. The pedagogical opportunities arguably outweigh the concerns of those who doubt the credibility of an open-authored encyclopedia.

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Wikipedia Quality

Bilansky, Alan. (2016). "[[Using Wikipedia to Teach Audience, Genre, and Collaboration]]". Duke University Press. DOI: 10.1215/15314200-3435996.

English Wikipedia

{{cite journal |last1=Bilansky |first1=Alan |title=Using Wikipedia to Teach Audience, Genre, and Collaboration |date=2016 |doi=10.1215/15314200-3435996 |url=https://wikipediaquality.com/wiki/Using_Wikipedia_to_Teach_Audience,_Genre,_and_Collaboration |journal=Duke University Press}}

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Bilansky, Alan. (2016). &quot;<a href="https://wikipediaquality.com/wiki/Using_Wikipedia_to_Teach_Audience,_Genre,_and_Collaboration">Using Wikipedia to Teach Audience, Genre, and Collaboration</a>&quot;. Duke University Press. DOI: 10.1215/15314200-3435996.