Pursuant to prior discussions about the need for a research
policy on Wikipedia, WikiProject Research is drafting a
policy regarding the recruitment of Wikipedia users to
participate in studies.
At this time, we have a proposed policy, and an accompanying
group that would facilitate recruitment of subjects in much
the same way that the Bot Approvals Group approves bots.
The policy proposal can be found at:
http://en.wikipedia.org/wiki/Wikipedia:Research
The Subject Recruitment Approvals Group mentioned in the proposal
is being described at:
http://en.wikipedia.org/wiki/Wikipedia:Subject_Recruitment_Approvals_Group
Before we move forward with seeking approval from the Wikipedia
community, we would like additional input about the proposal,
and would welcome additional help improving it.
Also, please consider participating in WikiProject Research at:
http://en.wikipedia.org/wiki/Wikipedia:WikiProject_Research
--
Bryan Song
GroupLens Research
University of Minnesota
Hi all, Join the Research Team at the Wikimedia Foundation [1] for their
monthly Office hours next Tuesday, 2021-10-05, at 16:00-17:00 UTC (9am
PT/6pm CEST). To participate, join the video-call via this link [2]. There
is no set agenda - feel free to add your item to the list of topics in the
etherpad [3] (You can do this after you join the meeting, too.), otherwise
you are welcome to also just hang out. More detailed information (e.g.
about how to attend) can be found here [4]. Through these office hours, we
aim to make ourselves more available to answer some of the research related
questions that you as Wikimedia volunteer editors, organizers, affiliates,
staff, and researchers face in your projects and initiatives. Some example
cases we hope to be able to support you in: - You have a specific research
related question that you suspect you should be able to answer with the
publicly available data and you don’t know how to find an answer for it, or
you just need some more help with it. For example, how can I compute the
ratio of anonymous to registered editors in my wiki? - You run into
repetitive or very manual work as part of your Wikimedia contributions and
you wish to find out if there are ways to use machines to improve your
workflows. These types of conversations can sometimes be harder to find an
answer for during an office hour, however, discussing them can help us
understand your challenges better and we may find ways to work with each
other to support you in addressing it in the future. - You want to learn
what the Research team at the Wikimedia Foundation does and how we can
potentially support you. Specifically for affiliates: if you are interested
in building relationships with the academic institutions in your country,
we would love to talk with you and learn more. We have a series of programs
that aim to expand the network of Wikimedia researchers globally and we
would love to collaborate with those of you interested more closely in this
space. - You want to talk with us about one of our existing programs [5].
Hope to see many of you, Emily on behalf of the WMF Research Team [1]
https://research.wikimedia.org [2]
https://meet.jit.si/WMF-Research-Office-Hours [3]
https://etherpad.wikimedia.org/p/Research-Analytics-Office-hours [4]
https://www.mediawiki.org/wiki/Wikimedia_Research/Office_hours
[5] https://research.wikimedia.org/projects.html
--
Emily Lescak (she / her)
Senior Research Community Officer
The Wikimedia Foundation
TL;DR I would like to access wikipedia's articles' metadata (such as # edits, pageviews etc). I need to access a big volume of instances in order to train and maintain an online classifier and the API seems not sustainable. I was wondering which tool is the most appropriate for this task.
Hello everyone,
It is my first time interacting in this mailing list, so I will be happy to receive further feedbacks on how to better interact with the community :)
I crossposted this message to analytics as well.
I am trying to access Wikipedia meta data in a streaming and time/resource sustainable manner. By meta data I mean many of the voices that can be found in the statistics of a wiki article, such as edits, editors list, page views etc.
I would like to do such for an online classifier type of structure: retrieve the data from a big number of wiki pages every tot time and use it as input for predictions.
I tried to use the Wiki API, however it is time and resource expensive, both for me and Wikipedia.
My preferred choice now would be to query the specific tables in the Wikipedia database, in the same way this is done through the Quarry tool. The problem with Quarry is that I would like to build a standalone script, without having to depend on a user interface like Quarry. Do you think that this is possible? I am still fairly new to all of this and I don’t know exactly which is the best direction.
I saw [1] that I could access wiki replicas both through Toolforge and PAWS, however I didn’t understand which one would serve me better, could I ask you for some feedback?
Also, as far as I understood [2], directly accessing the DB through Hive is too technical for what I need, right? Especially because it seems that I would need an account with production shell access and I honestly don’t think that I would be granted access to it. Also, I am not interested in accessing sensible and private data.
Last resource is parsing analytics dumps, however this seems less organic in the way of retrieving and polishing the data. As also, it would be strongly decentralised and physical-machine dependent, unless I upload the polished data online every time.
Sorry for this long message, but I thought it was better to give you a clearer picture (hoping this is clear enough). If you could give me even some hint it would be highly appreciated.
Best,
Cristina
Hi Nichole
Many thanks - I can see there are a lot of useful resources available. Interesting to flag identification of positive and negative indicators as a step. Will update you and list when we make progress. :-)
Best
Mathieu
________________________________
From: wiki-research-l-request(a)lists.wikimedia.org <wiki-research-l-request(a)lists.wikimedia.org>
Sent: Thursday, September 16, 2021 20:21
To: wiki-research-l(a)lists.wikimedia.org <wiki-research-l(a)lists.wikimedia.org>
Subject: Wiki-research-l Digest, Vol 193, Issue 9
Send Wiki-research-l mailing list submissions to
wiki-research-l(a)lists.wikimedia.org
To subscribe or unsubscribe, please visit
https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Flists.wik…
You can reach the person managing the list at
wiki-research-l-owner(a)lists.wikimedia.org
When replying, please edit your Subject line so it is more specific
than "Re: Contents of Wiki-research-l digest..."
Today's Topics:
1. Re: Negative views of Wikipedia in schools [was: Re: Wiki-research-l Digest, Vol 193, Issue 5
(Nichole Saad)
2. Re: Negative views of Wikipedia in schools [was: Re: Wiki-research-l Digest, Vol 193, Issue 5
(WereSpielChequers)
----------------------------------------------------------------------
Message: 1
Date: Wed, 15 Sep 2021 12:55:42 -0500
From: Nichole Saad <nsaad(a)wikimedia.org>
Subject: [Wiki-research-l] Re: Negative views of Wikipedia in schools
[was: Re: Wiki-research-l Digest, Vol 193, Issue 5
To: Research into Wikimedia content and communities
<wiki-research-l(a)lists.wikimedia.org>
Message-ID:
<CAJ4c=At=83kEq5J6XZaGgZwfr1QUH_01m+oK1vcMKM2ywLX9UQ(a)mail.gmail.com>
Content-Type: text/plain; charset="UTF-8"
Dear Mathieu,
Thanks for sharing your work! I hope that you will continue to share your
work with the community, perhaps you could join one of the Wikimedia &
Education User Group's open meetings, or join one of the participation
spaces that my team hosts (We'll be sharing updates soon on the education
mailing list
<https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Flists.wik…>).
There is also a monthly newsletter where you can share your work and hear
from others: https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Foutreach.…
<https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Foutreach.…>
Regarding Media and Information Literacy + Wikipedia, last year my team
piloted a teacher training program with three communities in Bolivia,
Morocco, and the Philippines w/corresponding resources that you might find
helpful.
https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fcommons.w…
These resources were created for a secondary school educator audience, but
can be adapted to various contexts. They are also currently available in 4
languages.
I hope this is helpful to you! Please always feel free to reach out to
education(a)wikimedia.org for support.
all the best,
Nichole
On Wed, Sep 15, 2021 at 3:24 AM Mathieu O'Neil <mathieu.oneil(a)anu.edu.au>
wrote:
> Hi everyone
>
> Apologies if this has been covered previously on the list. I was inspired
> to write by the reference in the post below to the Wiki Ed Program.
>
> I am about to launch with an education scholar colleague a funded research
> project aiming to develop fact-checking techniques with Y5, Y6 and Y7
> schoolchildren in three Canberra schools (Australian Capital Territory). We
> are basing our approach to fact-checking on concepts developed by education
> scholars in the US such as "civic online reasoning" and "lateral reading":
> look away from the (potentially dubious) content; check the source. The
> easiest and most effective way to "check the source" is to look at a
> Wikipedia entry and check the reference list.
>
> In parallel, I am convening a first-year communication course on media
> literacy at the University of Canberra with 140+ students. A couple of
> weeks ago we did a group activity on Wikipedia, where students were asked
> to review and discuss a Wiki Ed Program / Wikimedia brochure ("Instructor
> Basics: How to use Wikipedia as a teaching tool") which clearly outlines
> editorial and behavioral policies such as NPOV, Reliable Sources, Assume
> Good Faith, etc.
>
> We then asked whether any prior assumptions had been challenged. It became
> clear that when they were in high-school, these students had been
> forcefully and repeatedly instructed by their teachers to NEVER use
> Wikipedia ("unreliable"). After completing the activity, students
> overwhelmingly expressed amazement about the existence of quality controls
> on Wikipedia and said their opinion of its reliability had changed.
>
> We also have anecdotal evidence that primary and secondary school teachers
> hold similar negative opinions about WP.
>
> It would be helpful for us to find out if this negative image is specific
> to the Canberra education system, or has been encountered elsewhere. To
> that end, I would very much appreciate it if anyone could point me to any
> studies or projects which explore this issue, or who could share their
> experiences of how teachers perceive Wikipedia.
>
> If you want to get in touch off-list I usually respond quickest to email
> sent at my primary address: mathieu.oneil(a)canberra.edu.au
>
> Many thanks!
> Mathieu
>
>
>
> ________________________________
> From: wiki-research-l-request(a)lists.wikimedia.org <
> wiki-research-l-request(a)lists.wikimedia.org>
> Sent: Tuesday, September 14, 2021 22:01
> To: wiki-research-l(a)lists.wikimedia.org <
> wiki-research-l(a)lists.wikimedia.org>
> Subject: Wiki-research-l Digest, Vol 193, Issue 5
>
> Send Wiki-research-l mailing list submissions to
> wiki-research-l(a)lists.wikimedia.org
>
> To subscribe or unsubscribe, please visit
>
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Flists.wik…
>
> You can reach the person managing the list at
> wiki-research-l-owner(a)lists.wikimedia.org
>
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of Wiki-research-l digest..."
>
> Today's Topics:
>
> 1. Re: [Wikimedia Research Showcase] September 15, 2021: Socialization
> on Wikipedia
> (Janna Layton)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Mon, 13 Sep 2021 12:44:20 -0700
> From: Janna Layton <jlayton(a)wikimedia.org>
> Subject: [Wiki-research-l] Re: [Wikimedia Research Showcase] September
> 15, 2021: Socialization on Wikipedia
> To: analytics(a)lists.wikimedia.org,
> wiki-research-l(a)lists.wikimedia.org,
> wikimedia-l(a)lists.wikimedia.org
> Message-ID:
> <
> CAJXKj+oaK+NaL9QB4LLMF1oFO1KtnibcCQxd8gc5BKnYyJMJuQ(a)mail.gmail.com>
> Content-Type: text/plain; charset="UTF-8"
>
> Reminder that the September Research Showcase is this Wednesday.
>
> On Thu, Sep 9, 2021 at 1:15 PM Janna Layton <jlayton(a)wikimedia.org> wrote:
>
> > Hello all,
> >
> > The September Wikimedia Research Showcase will be on September 15 at
> 16:30
> > UTC (9:30am PT/ 12:30pm ET/ 18:30pm CEST). The theme will be
> > "socialization on Wikipedia" with speakers Rosta Farzan and J. Nathan
> > Matias.
> >
> > Livestream:
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.youtu…
> >
> > Talk 1
> >
> > Speaker: Rosta Farzan (School of Computing and Information, University of
> > Pittsburgh)
> >
> > Title: Unlocking the Wikipedia clubhouse to newcomers: results from two
> > studies
> >
> > Abstract: It is no news to any of us that success of online production
> > communities such as Wikipedia highly relies on a continuous stream of
> > newcomers to replace the inevitable high turnover and to bring on board
> new
> > sources of ideas and workforce. However, these communities have been
> > struggling with attracting newcomers, especially from a diverse
> population
> > of users, and further retention of newcomers. In this talk, I will
> present
> > about two different approaches in engaging new editors in Wikipedia: (1)
> > newcomers joining through the Wiki Ed program, an online program in which
> > college students edit Wikipedia articles as class assignments; (2)
> > newcomers joining through a Wikipedia Art+Feminism edit-a-thon. I
> present
> > how each approach incorporated techniques in engaging newcomers and how
> > they succeed in attracting and retention of newcomers.
> >
> > More information:
> >
> > - Bring on Board New Enthusiasts! A Case Study of Impact of Wikipedia
> > Art + Feminism Edit-A-Thon Events on Newcomers
> > <
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Flink.spri…
> >,
> > SocInfo 2016 (pdf
> > <
> https://aus01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fsaviaga.co…
> >)
> > - Successful Online Socialization: Lessons from the Wikipedia
> > Education Program <
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdl.acm.or…>,
> CSCW
> > 2020 (pdf
> > <
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.cc.ga…
> >)
> >
> >
> > Talk 2
> >
> > Speaker: J. Nathan Matias <
> https://aus01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fnatematias…>
> (Citizens and
> > Technology Lab <
> https://aus01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fcitizensan…>,
> Cornell University
> > Departments of Communication and Information Science)
> >
> > Title: The Effect of Receiving Appreciation on Wikipedias. A Community
> > Co-Designed Field Experiment
> >
> > Abstract: Can saying “thank you” make online communities stronger & more
> > inclusive? Or does thanking others for their voluntary efforts have
> little
> > effect? To ask this question, the Citizens and Technology Lab (CAT Lab)
> > organized 344 volunteers to send thanks to Wikipedia contributors across
> > the Arabic, German, Polish, and Persian languages. We then observed the
> > behavior of 15,558 newcomers and experienced contributors to Wikipedia.
> On
> > average, we found that organizing volunteers to thank others increases
> > two-week retention of newcomers and experienced accounts. It also caused
> > people to send more thanks to others. This study was a field experiment,
> a
> > randomized trial that sent thanks to some people and not to others. These
> > experiments can help answer questions about the impact of community
> > practices and platform design. But they can sometimes face community
> > mistrust, especially when researchers conduct them without community
> > consent. In this talk, learn more about CAT Lab's approach to
> community-led
> > research and discuss open questions about best practices.
> >
> > More information:
> >
> > -
> >
> > Volunteers Thanked Thousands of Wikipedia Editors to Learn the Effects
> > of Receiving Thanks
> > <
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fcitizensa…
> >,
> > blogpost (in EN, DE, AR, PL, FA) <
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fosf.io%2F…
> >
> > -
> >
> > The Diffusion and Influence of Gratitude Expressions in Large-Scale
> > Cooperation: A Field Experiment in Four Knowledge Networks
> > <
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fosf.io%2F…>,
> paper preprint
> >
> >
> > More information:
> >
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.media…
> >
> > --
> > Janna Layton (she/her)
> > Administrative Associate - Product & Technology
> > Wikimedia Foundation <
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwikimedia…
> >
> >
>
>
> --
> Janna Layton (she/her)
> Administrative Associate - Product & Technology
> Wikimedia Foundation <
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwikimedia…
> >
>
> ------------------------------
>
> Subject: Digest Footer
>
> _______________________________________________
> Wiki-research-l mailing list -- wiki-research-l(a)lists.wikimedia.org
> To unsubscribe send an email to wiki-research-l-leave(a)lists.wikimedia.org
>
>
> ------------------------------
>
> End of Wiki-research-l Digest, Vol 193, Issue 5
> ***********************************************
> _______________________________________________
> Wiki-research-l mailing list -- wiki-research-l(a)lists.wikimedia.org
> To unsubscribe send an email to wiki-research-l-leave(a)lists.wikimedia.org
>
--
*Nichole Saad*
Wikimedia Foundation | Senior Manager for Education
nsaad(a)wikimedia.org
user: NSaad (WMF)
------------------------------
Message: 2
Date: Thu, 16 Sep 2021 11:21:11 +0100
From: WereSpielChequers <werespielchequers(a)gmail.com>
Subject: [Wiki-research-l] Re: Negative views of Wikipedia in schools
[was: Re: Wiki-research-l Digest, Vol 193, Issue 5
To: Research into Wikimedia content and communities
<wiki-research-l(a)lists.wikimedia.org>
Message-ID:
<CAAanWP3XB0fsT+tP30_aPTOEPOaK+rYVHrnxkghnVpCEqEiGDw(a)mail.gmail.com>
Content-Type: text/plain; charset="UTF-8"
Dear Mathieu,
This comes up frequently in outreach events, especially to academia.
The first point to get across is that Wikipedia is a General Interest
encyclopaedia, a tertiary source compiled from primary and secondary
sources. Anyone studying a subject at university is expected to have much
more than a general interest in that subject. It isn't new that some
students have to be encouraged to read the reading list......
The second is that Wikipedia has been improving in quality for some
time, and some people who assessed its quality in the very early years
might find themselves pleasantly surprised if they take another look at it.
Some of the studies still cited about Wikipedia are as old as 2008, and a
study from 2008 is likely to be based on data from 2007. Four fifths of all
the edits to the English Language Wikipedia have been since March 2008.
This last is especially true for people who made up their mind about
Wikipedia in the very earliest years when the priority was to achieve
quantity and inline citations were rare.
Jonathan
.
On Wed, 15 Sept 2021 at 09:25, Mathieu O'Neil <mathieu.oneil(a)anu.edu.au>
wrote:
> Hi everyone
>
> Apologies if this has been covered previously on the list. I was inspired
> to write by the reference in the post below to the Wiki Ed Program.
>
> I am about to launch with an education scholar colleague a funded research
> project aiming to develop fact-checking techniques with Y5, Y6 and Y7
> schoolchildren in three Canberra schools (Australian Capital Territory). We
> are basing our approach to fact-checking on concepts developed by education
> scholars in the US such as "civic online reasoning" and "lateral reading":
> look away from the (potentially dubious) content; check the source. The
> easiest and most effective way to "check the source" is to look at a
> Wikipedia entry and check the reference list.
>
> In parallel, I am convening a first-year communication course on media
> literacy at the University of Canberra with 140+ students. A couple of
> weeks ago we did a group activity on Wikipedia, where students were asked
> to review and discuss a Wiki Ed Program / Wikimedia brochure ("Instructor
> Basics: How to use Wikipedia as a teaching tool") which clearly outlines
> editorial and behavioral policies such as NPOV, Reliable Sources, Assume
> Good Faith, etc.
>
> We then asked whether any prior assumptions had been challenged. It became
> clear that when they were in high-school, these students had been
> forcefully and repeatedly instructed by their teachers to NEVER use
> Wikipedia ("unreliable"). After completing the activity, students
> overwhelmingly expressed amazement about the existence of quality controls
> on Wikipedia and said their opinion of its reliability had changed.
>
> We also have anecdotal evidence that primary and secondary school teachers
> hold similar negative opinions about WP.
>
> It would be helpful for us to find out if this negative image is specific
> to the Canberra education system, or has been encountered elsewhere. To
> that end, I would very much appreciate it if anyone could point me to any
> studies or projects which explore this issue, or who could share their
> experiences of how teachers perceive Wikipedia.
>
> If you want to get in touch off-list I usually respond quickest to email
> sent at my primary address: mathieu.oneil(a)canberra.edu.au
>
> Many thanks!
> Mathieu
>
>
>
> ________________________________
> From: wiki-research-l-request(a)lists.wikimedia.org <
> wiki-research-l-request(a)lists.wikimedia.org>
> Sent: Tuesday, September 14, 2021 22:01
> To: wiki-research-l(a)lists.wikimedia.org <
> wiki-research-l(a)lists.wikimedia.org>
> Subject: Wiki-research-l Digest, Vol 193, Issue 5
>
> Send Wiki-research-l mailing list submissions to
> wiki-research-l(a)lists.wikimedia.org
>
> To subscribe or unsubscribe, please visit
>
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Flists.wik…
>
> You can reach the person managing the list at
> wiki-research-l-owner(a)lists.wikimedia.org
>
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of Wiki-research-l digest..."
>
> Today's Topics:
>
> 1. Re: [Wikimedia Research Showcase] September 15, 2021: Socialization
> on Wikipedia
> (Janna Layton)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Mon, 13 Sep 2021 12:44:20 -0700
> From: Janna Layton <jlayton(a)wikimedia.org>
> Subject: [Wiki-research-l] Re: [Wikimedia Research Showcase] September
> 15, 2021: Socialization on Wikipedia
> To: analytics(a)lists.wikimedia.org,
> wiki-research-l(a)lists.wikimedia.org,
> wikimedia-l(a)lists.wikimedia.org
> Message-ID:
> <
> CAJXKj+oaK+NaL9QB4LLMF1oFO1KtnibcCQxd8gc5BKnYyJMJuQ(a)mail.gmail.com>
> Content-Type: text/plain; charset="UTF-8"
>
> Reminder that the September Research Showcase is this Wednesday.
>
> On Thu, Sep 9, 2021 at 1:15 PM Janna Layton <jlayton(a)wikimedia.org> wrote:
>
> > Hello all,
> >
> > The September Wikimedia Research Showcase will be on September 15 at
> 16:30
> > UTC (9:30am PT/ 12:30pm ET/ 18:30pm CEST). The theme will be
> > "socialization on Wikipedia" with speakers Rosta Farzan and J. Nathan
> > Matias.
> >
> > Livestream:
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.youtu…
> >
> > Talk 1
> >
> > Speaker: Rosta Farzan (School of Computing and Information, University of
> > Pittsburgh)
> >
> > Title: Unlocking the Wikipedia clubhouse to newcomers: results from two
> > studies
> >
> > Abstract: It is no news to any of us that success of online production
> > communities such as Wikipedia highly relies on a continuous stream of
> > newcomers to replace the inevitable high turnover and to bring on board
> new
> > sources of ideas and workforce. However, these communities have been
> > struggling with attracting newcomers, especially from a diverse
> population
> > of users, and further retention of newcomers. In this talk, I will
> present
> > about two different approaches in engaging new editors in Wikipedia: (1)
> > newcomers joining through the Wiki Ed program, an online program in which
> > college students edit Wikipedia articles as class assignments; (2)
> > newcomers joining through a Wikipedia Art+Feminism edit-a-thon. I
> present
> > how each approach incorporated techniques in engaging newcomers and how
> > they succeed in attracting and retention of newcomers.
> >
> > More information:
> >
> > - Bring on Board New Enthusiasts! A Case Study of Impact of Wikipedia
> > Art + Feminism Edit-A-Thon Events on Newcomers
> > <
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Flink.spri…
> >,
> > SocInfo 2016 (pdf
> > <
> https://aus01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fsaviaga.co…
> >)
> > - Successful Online Socialization: Lessons from the Wikipedia
> > Education Program <
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdl.acm.or…>,
> CSCW
> > 2020 (pdf
> > <
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.cc.ga…
> >)
> >
> >
> > Talk 2
> >
> > Speaker: J. Nathan Matias <
> https://aus01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fnatematias…>
> (Citizens and
> > Technology Lab <
> https://aus01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fcitizensan…>,
> Cornell University
> > Departments of Communication and Information Science)
> >
> > Title: The Effect of Receiving Appreciation on Wikipedias. A Community
> > Co-Designed Field Experiment
> >
> > Abstract: Can saying “thank you” make online communities stronger & more
> > inclusive? Or does thanking others for their voluntary efforts have
> little
> > effect? To ask this question, the Citizens and Technology Lab (CAT Lab)
> > organized 344 volunteers to send thanks to Wikipedia contributors across
> > the Arabic, German, Polish, and Persian languages. We then observed the
> > behavior of 15,558 newcomers and experienced contributors to Wikipedia.
> On
> > average, we found that organizing volunteers to thank others increases
> > two-week retention of newcomers and experienced accounts. It also caused
> > people to send more thanks to others. This study was a field experiment,
> a
> > randomized trial that sent thanks to some people and not to others. These
> > experiments can help answer questions about the impact of community
> > practices and platform design. But they can sometimes face community
> > mistrust, especially when researchers conduct them without community
> > consent. In this talk, learn more about CAT Lab's approach to
> community-led
> > research and discuss open questions about best practices.
> >
> > More information:
> >
> > -
> >
> > Volunteers Thanked Thousands of Wikipedia Editors to Learn the Effects
> > of Receiving Thanks
> > <
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fcitizensa…
> >,
> > blogpost (in EN, DE, AR, PL, FA) <
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fosf.io%2F…
> >
> > -
> >
> > The Diffusion and Influence of Gratitude Expressions in Large-Scale
> > Cooperation: A Field Experiment in Four Knowledge Networks
> > <
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fosf.io%2F…>,
> paper preprint
> >
> >
> > More information:
> >
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.media…
> >
> > --
> > Janna Layton (she/her)
> > Administrative Associate - Product & Technology
> > Wikimedia Foundation <
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwikimedia…
> >
> >
>
>
> --
> Janna Layton (she/her)
> Administrative Associate - Product & Technology
> Wikimedia Foundation <
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwikimedia…
> >
>
> ------------------------------
>
> Subject: Digest Footer
>
> _______________________________________________
> Wiki-research-l mailing list -- wiki-research-l(a)lists.wikimedia.org
> To unsubscribe send an email to wiki-research-l-leave(a)lists.wikimedia.org
>
>
> ------------------------------
>
> End of Wiki-research-l Digest, Vol 193, Issue 5
> ***********************************************
> _______________________________________________
> Wiki-research-l mailing list -- wiki-research-l(a)lists.wikimedia.org
> To unsubscribe send an email to wiki-research-l-leave(a)lists.wikimedia.org
>
------------------------------
Subject: Digest Footer
_______________________________________________
Wiki-research-l mailing list -- wiki-research-l(a)lists.wikimedia.org
To unsubscribe send an email to wiki-research-l-leave(a)lists.wikimedia.org
------------------------------
End of Wiki-research-l Digest, Vol 193, Issue 9
***********************************************
Hi everyone
Apologies if this has been covered previously on the list. I was inspired to write by the reference in the post below to the Wiki Ed Program.
I am about to launch with an education scholar colleague a funded research project aiming to develop fact-checking techniques with Y5, Y6 and Y7 schoolchildren in three Canberra schools (Australian Capital Territory). We are basing our approach to fact-checking on concepts developed by education scholars in the US such as "civic online reasoning" and "lateral reading": look away from the (potentially dubious) content; check the source. The easiest and most effective way to "check the source" is to look at a Wikipedia entry and check the reference list.
In parallel, I am convening a first-year communication course on media literacy at the University of Canberra with 140+ students. A couple of weeks ago we did a group activity on Wikipedia, where students were asked to review and discuss a Wiki Ed Program / Wikimedia brochure ("Instructor Basics: How to use Wikipedia as a teaching tool") which clearly outlines editorial and behavioral policies such as NPOV, Reliable Sources, Assume Good Faith, etc.
We then asked whether any prior assumptions had been challenged. It became clear that when they were in high-school, these students had been forcefully and repeatedly instructed by their teachers to NEVER use Wikipedia ("unreliable"). After completing the activity, students overwhelmingly expressed amazement about the existence of quality controls on Wikipedia and said their opinion of its reliability had changed.
We also have anecdotal evidence that primary and secondary school teachers hold similar negative opinions about WP.
It would be helpful for us to find out if this negative image is specific to the Canberra education system, or has been encountered elsewhere. To that end, I would very much appreciate it if anyone could point me to any studies or projects which explore this issue, or who could share their experiences of how teachers perceive Wikipedia.
If you want to get in touch off-list I usually respond quickest to email sent at my primary address: mathieu.oneil(a)canberra.edu.au
Many thanks!
Mathieu
________________________________
From: wiki-research-l-request(a)lists.wikimedia.org <wiki-research-l-request(a)lists.wikimedia.org>
Sent: Tuesday, September 14, 2021 22:01
To: wiki-research-l(a)lists.wikimedia.org <wiki-research-l(a)lists.wikimedia.org>
Subject: Wiki-research-l Digest, Vol 193, Issue 5
Send Wiki-research-l mailing list submissions to
wiki-research-l(a)lists.wikimedia.org
To subscribe or unsubscribe, please visit
https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Flists.wik…
You can reach the person managing the list at
wiki-research-l-owner(a)lists.wikimedia.org
When replying, please edit your Subject line so it is more specific
than "Re: Contents of Wiki-research-l digest..."
Today's Topics:
1. Re: [Wikimedia Research Showcase] September 15, 2021: Socialization on Wikipedia
(Janna Layton)
----------------------------------------------------------------------
Message: 1
Date: Mon, 13 Sep 2021 12:44:20 -0700
From: Janna Layton <jlayton(a)wikimedia.org>
Subject: [Wiki-research-l] Re: [Wikimedia Research Showcase] September
15, 2021: Socialization on Wikipedia
To: analytics(a)lists.wikimedia.org,
wiki-research-l(a)lists.wikimedia.org, wikimedia-l(a)lists.wikimedia.org
Message-ID:
<CAJXKj+oaK+NaL9QB4LLMF1oFO1KtnibcCQxd8gc5BKnYyJMJuQ(a)mail.gmail.com>
Content-Type: text/plain; charset="UTF-8"
Reminder that the September Research Showcase is this Wednesday.
On Thu, Sep 9, 2021 at 1:15 PM Janna Layton <jlayton(a)wikimedia.org> wrote:
> Hello all,
>
> The September Wikimedia Research Showcase will be on September 15 at 16:30
> UTC (9:30am PT/ 12:30pm ET/ 18:30pm CEST). The theme will be
> "socialization on Wikipedia" with speakers Rosta Farzan and J. Nathan
> Matias.
>
> Livestream: https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.youtu…
>
> Talk 1
>
> Speaker: Rosta Farzan (School of Computing and Information, University of
> Pittsburgh)
>
> Title: Unlocking the Wikipedia clubhouse to newcomers: results from two
> studies
>
> Abstract: It is no news to any of us that success of online production
> communities such as Wikipedia highly relies on a continuous stream of
> newcomers to replace the inevitable high turnover and to bring on board new
> sources of ideas and workforce. However, these communities have been
> struggling with attracting newcomers, especially from a diverse population
> of users, and further retention of newcomers. In this talk, I will present
> about two different approaches in engaging new editors in Wikipedia: (1)
> newcomers joining through the Wiki Ed program, an online program in which
> college students edit Wikipedia articles as class assignments; (2)
> newcomers joining through a Wikipedia Art+Feminism edit-a-thon. I present
> how each approach incorporated techniques in engaging newcomers and how
> they succeed in attracting and retention of newcomers.
>
> More information:
>
> - Bring on Board New Enthusiasts! A Case Study of Impact of Wikipedia
> Art + Feminism Edit-A-Thon Events on Newcomers
> <https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Flink.spri…>,
> SocInfo 2016 (pdf
> <https://aus01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fsaviaga.co…>)
> - Successful Online Socialization: Lessons from the Wikipedia
> Education Program <https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdl.acm.or…>, CSCW
> 2020 (pdf
> <https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.cc.ga…>)
>
>
> Talk 2
>
> Speaker: J. Nathan Matias <https://aus01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fnatematias…> (Citizens and
> Technology Lab <https://aus01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fcitizensan…>, Cornell University
> Departments of Communication and Information Science)
>
> Title: The Effect of Receiving Appreciation on Wikipedias. A Community
> Co-Designed Field Experiment
>
> Abstract: Can saying “thank you” make online communities stronger & more
> inclusive? Or does thanking others for their voluntary efforts have little
> effect? To ask this question, the Citizens and Technology Lab (CAT Lab)
> organized 344 volunteers to send thanks to Wikipedia contributors across
> the Arabic, German, Polish, and Persian languages. We then observed the
> behavior of 15,558 newcomers and experienced contributors to Wikipedia. On
> average, we found that organizing volunteers to thank others increases
> two-week retention of newcomers and experienced accounts. It also caused
> people to send more thanks to others. This study was a field experiment, a
> randomized trial that sent thanks to some people and not to others. These
> experiments can help answer questions about the impact of community
> practices and platform design. But they can sometimes face community
> mistrust, especially when researchers conduct them without community
> consent. In this talk, learn more about CAT Lab's approach to community-led
> research and discuss open questions about best practices.
>
> More information:
>
> -
>
> Volunteers Thanked Thousands of Wikipedia Editors to Learn the Effects
> of Receiving Thanks
> <https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fcitizensa…>,
> blogpost (in EN, DE, AR, PL, FA) <https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fosf.io%2F…>
> -
>
> The Diffusion and Influence of Gratitude Expressions in Large-Scale
> Cooperation: A Field Experiment in Four Knowledge Networks
> <https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fosf.io%2F…>, paper preprint
>
>
> More information:
> https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.media…
>
> --
> Janna Layton (she/her)
> Administrative Associate - Product & Technology
> Wikimedia Foundation <https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwikimedia…>
>
--
Janna Layton (she/her)
Administrative Associate - Product & Technology
Wikimedia Foundation <https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwikimedia…>
------------------------------
Subject: Digest Footer
_______________________________________________
Wiki-research-l mailing list -- wiki-research-l(a)lists.wikimedia.org
To unsubscribe send an email to wiki-research-l-leave(a)lists.wikimedia.org
------------------------------
End of Wiki-research-l Digest, Vol 193, Issue 5
***********************************************
Hello all,
The September Wikimedia Research Showcase will be on September 15 at 16:30
UTC (9:30am PT/ 12:30pm ET/ 18:30pm CEST). The theme will be "socialization
on Wikipedia" with speakers Rosta Farzan and J. Nathan Matias.
Livestream: https://www.youtube.com/watch?v=YVqabVvLIZU
Talk 1
Speaker: Rosta Farzan (School of Computing and Information, University of
Pittsburgh)
Title: Unlocking the Wikipedia clubhouse to newcomers: results from two
studies
Abstract: It is no news to any of us that success of online production
communities such as Wikipedia highly relies on a continuous stream of
newcomers to replace the inevitable high turnover and to bring on board new
sources of ideas and workforce. However, these communities have been
struggling with attracting newcomers, especially from a diverse population
of users, and further retention of newcomers. In this talk, I will present
about two different approaches in engaging new editors in Wikipedia: (1)
newcomers joining through the Wiki Ed program, an online program in which
college students edit Wikipedia articles as class assignments; (2)
newcomers joining through a Wikipedia Art+Feminism edit-a-thon. I present
how each approach incorporated techniques in engaging newcomers and how
they succeed in attracting and retention of newcomers.
More information:
- Bring on Board New Enthusiasts! A Case Study of Impact of Wikipedia
Art + Feminism Edit-A-Thon Events on Newcomers
<https://link.springer.com/chapter/10.1007/978-3-319-47880-7_2>, SocInfo
2016 (pdf
<http://saviaga.com/wp-content/uploads/2016/06/socinfo_ediathons.pdf>)
- Successful Online Socialization: Lessons from the Wikipedia Education
Program <https://dl.acm.org/doi/abs/10.1145/3392857>, CSCW 2020 (pdf
<https://www.cc.gatech.edu/~dyang888/docs/cscw_li_2020_wiki.pdf>)
Talk 2
Speaker: J. Nathan Matias <http://natematias.com/> (Citizens and Technology
Lab <http://citizensandtech.org/>, Cornell University Departments of
Communication and Information Science)
Title: The Effect of Receiving Appreciation on Wikipedias. A Community
Co-Designed Field Experiment
Abstract: Can saying “thank you” make online communities stronger & more
inclusive? Or does thanking others for their voluntary efforts have little
effect? To ask this question, the Citizens and Technology Lab (CAT Lab)
organized 344 volunteers to send thanks to Wikipedia contributors across
the Arabic, German, Polish, and Persian languages. We then observed the
behavior of 15,558 newcomers and experienced contributors to Wikipedia. On
average, we found that organizing volunteers to thank others increases
two-week retention of newcomers and experienced accounts. It also caused
people to send more thanks to others. This study was a field experiment, a
randomized trial that sent thanks to some people and not to others. These
experiments can help answer questions about the impact of community
practices and platform design. But they can sometimes face community
mistrust, especially when researchers conduct them without community
consent. In this talk, learn more about CAT Lab's approach to community-led
research and discuss open questions about best practices.
More information:
-
Volunteers Thanked Thousands of Wikipedia Editors to Learn the Effects
of Receiving Thanks
<https://citizensandtech.org/2020/06/effects-of-saying-thanks-on-wikipedia/>,
blogpost (in EN, DE, AR, PL, FA) <https://osf.io/ueq5f/>
-
The Diffusion and Influence of Gratitude Expressions in Large-Scale
Cooperation: A Field Experiment in Four Knowledge Networks
<https://osf.io/ueq5f/>, paper preprint
More information: https://www.mediawiki.org/wiki/Wikimedia_Research/Showcase
--
Janna Layton (she/her)
Administrative Associate - Product & Technology
Wikimedia Foundation <https://wikimediafoundation.org/>
Hi Pru
Thanks for getting in touch. Once we have gathered more evidence it would be really useful to liaise with Wikimedia Australia, so if you could facilitate that in any way that would be great.
Re school libraries we don't have any contact with them at this stage. We have to be a little bit careful about who we contact as we need to operate within the parameters outlined in our project description, so this may be something we explore in a later stage.
Best,
Mathieu
Message: 2
Date: Wed, 15 Sep 2021 19:22:15 +1000
From: Pru Mitchell <pru.mitchell(a)gmail.com>
Subject: [Wiki-research-l] Re: Negative views of Wikipedia in schools
[was: Re: Wiki-research-l Digest, Vol 193, Issue 5
To: Research into Wikimedia content and communities
<wiki-research-l(a)lists.wikimedia.org>
Message-ID:
<CAFUr+eUZrkbthHQd0TW6xE10osFyx4-J97GZFUxJvE=wKC5e0A(a)mail.gmail.com>
Content-Type: text/plain; charset="UTF-8"
Hi Mathieu
It is good to hear about your University of Canberra research project, and
I would definitely be interested in responses to your question from other
countries.
Based on experience over several years in the Wikimedia Australia
chapter[1] I can report that while we have presented to school library
staff in online professional learning sessions and conferences, we have
been involved in only a handful of secondary school programs and no primary
schools.
In order to reach classroom teachers we would rely on teacher education
faculty and teacher librarians in schools to update teachers on media
literacy and fact checking techniques. Noting that many ACT primary schools
do not have qualified library staff[2] (an issue in a number of Australian
states) this would need a multipronged attack.
Perhaps a survey of attitudes of teacher educators and teacher librarians
could be a starting point. There is an email list for ACT school library
staff that I can provide to you directly.
All the best, Pru
[1] https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwikimedia…
[2]
https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.canbe…
On Wed, 15 Sept 2021 at 18:25, Mathieu O'Neil <mathieu.oneil(a)anu.edu.au>
wrote:
> Hi everyone
>
> Apologies if this has been covered previously on the list. I was inspired
> to write by the reference in the post below to the Wiki Ed Program.
>
> I am about to launch with an education scholar colleague a funded research
> project aiming to develop fact-checking techniques with Y5, Y6 and Y7
> schoolchildren in three Canberra schools (Australian Capital Territory). We
> are basing our approach to fact-checking on concepts developed by education
> scholars in the US such as "civic online reasoning" and "lateral reading":
> look away from the (potentially dubious) content; check the source. The
> easiest and most effective way to "check the source" is to look at a
> Wikipedia entry and check the reference list.
>
> In parallel, I am convening a first-year communication course on media
> literacy at the University of Canberra with 140+ students. A couple of
> weeks ago we did a group activity on Wikipedia, where students were asked
> to review and discuss a Wiki Ed Program / Wikimedia brochure ("Instructor
> Basics: How to use Wikipedia as a teaching tool") which clearly outlines
> editorial and behavioral policies such as NPOV, Reliable Sources, Assume
> Good Faith, etc.
>
> We then asked whether any prior assumptions had been challenged. It became
> clear that when they were in high-school, these students had been
> forcefully and repeatedly instructed by their teachers to NEVER use
> Wikipedia ("unreliable"). After completing the activity, students
> overwhelmingly expressed amazement about the existence of quality controls
> on Wikipedia and said their opinion of its reliability had changed.
>
> We also have anecdotal evidence that primary and secondary school teachers
> hold similar negative opinions about WP.
>
> It would be helpful for us to find out if this negative image is specific
> to the Canberra education system, or has been encountered elsewhere. To
> that end, I would very much appreciate it if anyone could point me to any
> studies or projects which explore this issue, or who could share their
> experiences of how teachers perceive Wikipedia.
>
> If you want to get in touch off-list I usually respond quickest to email
> sent at my primary address: mathieu.oneil(a)canberra.edu.au
>
> Many thanks!
> Mathieu
>
>
>
> ________________________________
>
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of Wiki-research-l digest..."
>
> Today's Topics:
>
> 1. Re: [Wikimedia Research Showcase] September 15, 2021: Socialization
> on Wikipedia
> (Janna Layton)
>
> ----------------------------------------------------------------------
>
>
------------------------------
Subject: Digest Footer
_______________________________________________
Wiki-research-l mailing list -- wiki-research-l(a)lists.wikimedia.org
To unsubscribe send an email to wiki-research-l-leave(a)lists.wikimedia.org
------------------------------
End of Wiki-research-l Digest, Vol 193, Issue 6
***********************************************
Hi all,
Join the Research Team at the Wikimedia Foundation [1] for their monthly
Office hours next Tuesday, 2021-09-07, at 16:00-17:00 UTC (9am PT/6pm
CEST).
To participate, join the video-call via this link [2]. There is no set
agenda - feel free to add your item to the list of topics in the etherpad
[3] (You can do this after you join the meeting, too.), otherwise you are
welcome to also just hang out. More detailed information (e.g. about how to
attend) can be found here [4].
Through these office hours, we aim to make ourselves more available to
answer some of the research related questions that you as Wikimedia
volunteer editors, organizers, affiliates, staff, and researchers face in
your projects and initiatives. Some example cases we hope to be able to
support you in:
-
You have a specific research related question that you suspect you
should be able to answer with the publicly available data and you don’t
know how to find an answer for it, or you just need some more help with it.
For example, how can I compute the ratio of anonymous to registered editors
in my wiki?
-
You run into repetitive or very manual work as part of your Wikimedia
contributions and you wish to find out if there are ways to use machines to
improve your workflows. These types of conversations can sometimes be
harder to find an answer for during an office hour, however, discussing
them can help us understand your challenges better and we may find ways to
work with each other to support you in addressing it in the future.
-
You want to learn what the Research team at the Wikimedia Foundation
does and how we can potentially support you. Specifically for affiliates:
if you are interested in building relationships with the academic
institutions in your country, we would love to talk with you and learn
more. We have a series of programs that aim to expand the network of
Wikimedia researchers globally and we would love to collaborate with those
of you interested more closely in this space.
-
You want to talk with us about one of our existing programs [5].
Hope to see many of you,
Martin on behalf of the WMF Research Team
[1] https://research.wikimedia.org
[2] https://meet.jit.si/WMF-Research-Office-Hours
[3] https://etherpad.wikimedia.org/p/Research-Analytics-Office-hours
[4] https://www.mediawiki.org/wiki/Wikimedia_Research/Office_hours
[5] https://research.wikimedia.org/projects.html
--
Martin Gerlach
Research Scientist
Wikimedia Foundation
The Journal of Web Semantics (JWS) invites submissions for a special
issue on Community-based Knowledge Bases and Knowledge Graphs, edited by
Tim Finin, Sebastian Hellmann, David Martin, and Elena Simperl. (contact
email: cbkb(a)cs.umbc.edu <mailto:cbkb@cs.umbc.edu>) Submissions are due
by November 01, 2021. Please see the JWS post here:
http://www.websemanticsjournal.org/2021/06/cfp-community-based-knowledge-ba…
<http://www.websemanticsjournal.org/2021/06/cfp-community-based-knowledge-ba…>
Introduction
Community-based knowledge bases (KBs) and knowledge graphs (KGs) are
critical to many domains. They contain large amounts of information,
used in applications as diverse as search, question-answering systems,
and conversational agents. They are the backbone of linked open data,
helping connect entities from different datasets. Finally, they create
rich knowledge engineering ecosystems, making significant, empirical
contributions to our understanding of KB/KG science, engineering, and
practices. From here forward, we use "KB" to include both knowledge
bases and knowledge graphs. Also, "KB" and "knowledge" encompass both
ontology/schema and data.
Community-based KBs come in many shapes and sizes, but they tend to
share a number of commonalities:
*
They are created through the efforts of a group of contributors,
following a set of agreed goals, policies, practices, and quality norms.
*
They are available under open licenses.
*
They are central to knowledge-sharing networks bringing together
various stakeholders.
*
They serve the needs of a community of users, including, but not
restricted to, their contributor base.
*
Many draw their content from crowdsourced resources (such as
Wikipedia, OpenStreetMap).
Examples of community-based KBs include Wikidata, DBpedia, ConceptNet,
GeoNames, FrameNet, and Yago. This special issue will highlight recent
research, challenges, and opportunities in the field of community-based
KBs and the interaction and processes between stakeholders and the KBs.
We welcome papers on a wide variety of topics. Papers that focus on the
participation of a community of contributors are especially encouraged.
Topics of interest
We are looking for studies, frameworks, methods, techniques and tools on
topics such as the following:
*
The impact of community involvement on characteristics of KBs such
as requirements, design, technology choices, policies, etc. For
example, how are KB characteristics driven by the community and
reflective of the community's needs?
*
Conversely, the impact of KB characteristics on community
involvement. For example, how do changes in these characteristics
affect the participation and behavior of members of the community?
*
Organizational challenges and solutions in developing and managing
community-based KBs.
*
Technical challenges and solutions in community-based KBs,
concerning a technical area such as:
o
Representation of knowledge and logical foundations
o
Reasoning, querying, and constraint-checking
o
Knowledge acquisition
o
Knowledge preparation (e.g., cleaning, deduplication, alignment,
merging)
o
Maintaining consistency with external sources
o
Representing and managing metadata (including issues involved in
adding metadata to relation instances)
o
Provenance
o
Quality assurance
*
User interfaces and experience, both for contributing to the KB and
using it, by different user groups.
*
Implemented metrics and quality tests to guide the community in
improving KG quality and expanding KG coverage.
*
Achieving and managing knowledge diversity, for instance, in the
form of multilinguality, multi-cultural coverage, multiple points of
view, and a diverse and inclusive contributor base.
*
Detecting and avoiding malicious, inappropriate, and misleading
content in community-based KBs.
*
Biases in community-based KBs and their impact on downstream uses of
KB content.
*
Community-based KBs in science, medicine, law, government, or other
domains.
*
Handling specialized types of knowledge (such as commonsense,
probabilistic, or linguistic knowledge) in a community setting.
*
Methods and tools to manage KB evolution, including change
detection, change management, conflict resolution, visualization of
change history.
*
Tools and affordances supporting community or collaborative
activities, including discussions, feedback, decision making, task
allocation, etc.
*
Motivations and incentives affecting community participation.
*
Approaches and metrics for community health, including but not
restricted to community growth or diversity.
*
Roles and participation profiles in communities building and
maintaining KBs.
*
Frameworks and approaches to support group decision-making and
resolve conflicts.
Types of Papers
We invite submission of Research, Survey, Ontology, and System papers,
according to the guidelines given at https://www.jws-volumes.com
<https://www.jws-volumes.com/>.
Submission Guidelines
The Journal of Web Semantics solicits original scientific contributions
of high quality. Following the overall mission of the journal, we
emphasize the publication of papers that combine theories, methods and
experiments from different subject areas in order to deliver innovative
semantic methods and applications. The publication of large-scale
experiments and their analysis is also encouraged to clearly illustrate
scenarios and methods that introduce semantics into existing Web
interfaces, contents and services.
Submission of your manuscript is welcome provided that it, or any
translation of it, has not been copyrighted or published and is not
being submitted for publication elsewhere.
Manuscripts should be prepared for publication in accordance with
instructions given in the JWS guide for authors
<http://www.elsevier.com/journals/journal-of-web-semantics/1570-8268/guide-f…>.
The submission and review process will be carried out using Elsevier's
Web-based EM system
<https://www.editorialmanager.com/JOWS/default.aspx>. Please state the
name of the SI in your cover letter and, at the time of submission,
please select “VSI:CBKB” when reaching the Article Type selection.
Upon acceptance of an article, the author(s) will be asked to transfer
copyright of the article to the publisher. This transfer will ensure the
widest possible dissemination of information. Elsevier's liberalpreprint
policy<https://www.elsevier.com/authors/journal-authors/submit-your-paper/sharing-…>permits
authors and their institutions to host preprints on their web sites.
Preprints of the articles will be made freely accessible viaJWS First
Look
<https://papers.ssrn.com/sol3/JELJOUR_Results.cfm?form_name=journalbrowse&jo…>.
Final copies of accepted publications will appear in print and at
Elsevier's archival online server.
Important Dates
*
Submission deadline: November 1, 2021
*
Author notification: February 7, 2022
*
Minor revisions due: February 21, 2022
*
Major revisions due: March 14, 2022
*
Papers appear on JWS preprint server: May 2, 2022
*
Publication: Fall or Winter 2022
Guest Editors
Tim Finin is the Willard and Lillian Hackerman Chair in Engineering and
a Professor of Computer Science and Electrical Engineering at the
University of Maryland, Baltimore County (UMBC).
Sebastian Hellmann is the head of the “Knowledge Integration and
Language Technologies (KILT)" Competence Center at InfAI, Leipzig. He
also is the executive director and board member of the non-profit
DBpedia Association with over 30 key players
<https://www.dbpedia.org/members/overview/>in the knowledge graph area.
He earned a rank in AMiner’s top 10 of the most influential scholars in
knowledge engineering of the last decade.
David L. Martinis a Research & Development Scientist in Artificial
Intelligence. He has held positions at SRI International, Siri, Inc.,
Apple, Nuance Communications, Samsung Research America, and the
University of California at Santa Cruz. He is a Senior Member of the
Association for the Advancement of Artificial Intelligence, and
currently works as an independent consultant in Silicon Valley, California.
Elena Simperlis professor of computer science at King’s College London,
a Fellow of the British Computer Society and former Turing fellow.
According to AMiner, she is in the top 100 most influential scholars in
knowledge engineering of the last decade, as well as in the Women in AI
2000 ranking. Before joining King’s College, she held positions at the
University of Southampton, as well as in Germany and Austria.
Dear all,
Exactly 1 year ago, we presented DBpedia Archivo
https://archivo.dbpedia.org <https://archivo.dbpedia.org/>(paper
<https://svn.aksw.org/papers/2020/semantics_archivo/public.pdf>, video
<https://2020-eu.semantics.cc/dbpedia-archivo-web-scale-interface-ontology-a…>)
at SEMANTiCS 2020. Our initial vision was to create a fully automated,
persistent Ontology Archive that serves as a backbone for the Semantic
Web and brings a convenient and stable interface to ontology users. We
are listing some points that we would judge as great successes and
highlights of running Archivo for over a year. Read the full list on our
blog <https://www.dbpedia.org/blog/dbpedia-archivo-1-year-retrospective/>.
September 9th, 2021 at 1pm CEST: In particular, we would like to invite
you to the DBpedia Ontology session
<https://www.dbpedia.org/events/dbpedia-day-semantics-2021/>at the
DBpedia Day at SEMANTiCS 2021 <https://2021-eu.semantics.cc/>to discuss
the future roadmap for Archivo as a Unified Semantic Ontology Space
(USOS) and what the role of the DBpedia Ontology will be in the Semantic
Web.
The session will host impulse talks with ample room for discussion. For
the first time in the history of the Semantic Web, Archivo offers the
possibility to create a Unified Semantic Ontology Space (USOS), a
holistic view over all available ontologies. Instead of soft and fuzzy
principles such as FAIR, we will discuss hard, implementable criteria to
evaluate ontologies in preparation of a well-defined, measurable
standard, which will ultimately yield better and reliable ontologies for
industrial applications. Another topic is the central collaboration on
links and mappings between ontologies to create a more dense and
well-connected web of ontologies. Join the discussion and register here
https://www.dbpedia.org/events/dbpedia-day-semantics-2021/
<https://www.dbpedia.org/events/dbpedia-day-semantics-2021/>.
Stay tuned and stay safe!
Kind regards,
The DBpedia Association