Perspectives on teaching with Wikipedia in writing courses before and during the pandemic Wikipedia is the world's largest online encyclopedia and an open-collaboration project with mostly volunteer editors. It is one of the most visited websites in the world with 18 billion page views and nearly 500 million unique visitors a month (Cohen, 2014). However, information on Wikipedia has a strong European and U.S. bias since most Wikipedia editors come from the United States, Germany, and Russia (“Who Writes Wikipedia?”). Wikipedia also suffers from a gender bias. According to Hill and Shaw (2013), 84% of English Wikipedia editors are male. Since 2013, Wiki Education Foundation, a non-profit organization dedicated to engaging with Academics to improve Wikipedia and promote student learning, has partnered with faculty at different institutions to facilitate Wikipedia editing assignments or projects within the college classroom ("Wiki Education"). Wiki Education now supports instructors at more than 500 institutions, and 19% of new contributors to English Wikipedia are associated with Wiki Education (“Wiki Education”). Researchers have observed that college students, who are actively acquiring research, writing, and analytical skills in their coursework, are well-positioned to contribute to Wikipedia and to help expand Wikipedia’s knowledge base (Ramirez & Marquez, 2021; Vetter et al., 2019). These students typically come from both within the US and from different countries around the world. Using resources from Wiki Education, the authors, both writing instructors, one at Boston University (BU) and one at the University of Southern California (USC), have integrated Wikipedia writing assignments into their undergraduate writing courses before and during the COVID-19 pandemic with both in-person and online course deliveries. Since Spring 2019, the authors have collectively taught with Wikipedia in 22 courses. Their students have edited over 250 Wikipedia articles, created 24 new pages, and have had their writing viewed by millions of Wikipedia users. In this article, the authors will discuss their perspectives on the Wikipedia writing assignment prior to and during the COVID-19 pandemic. In particular, they will explore how the Wikipedia writing assignment has helped their students fulfill various learning objectives of their undergraduate writing coursework, such as applying critical thinking skills, evaluating sources, writing neutral prose, and producing public-facing writing (Vetter et al 2019). They will also present the implications of using Wikipedia to fulfill aspirations of inclusion and accessibility in demographically diverse writing classrooms and its role as a digital teaching tool during remote learning. In addition, the authors will reflect upon their individual experiences using Wikipedia at their respective institutions and discuss their colleagues and students' feedback. The authors will provide examples of their students' edited pages, along with specific assignment sheets and materials to illustrate how Wikipedia can be used effectively in the context of the writing class, both before and during the pandemic, to prepare students to be reflective practitioners and critical evaluators of information. Contents [draft outline] Wikipedia in the classroom Pedagogical implications Implications on equity and access Impact on Wikipedia Assignments Boston University University of Southern California Using Wikipedia during and after remote learning Student feedback Boston University University of Southern California Institutional support Support from home institution Support from Wiki Education External links Assignments Wiki Education course dashboards Student contributions References Wikipedia in the classroom Pedagogical implications writing research media literacy digital citizenship By contributing to Wikipedia through a class assignment, students learn how to conduct research by finding credible sources. They also learn how to write neutral, concise prose. Through their writing on Wikipedia, they improve their academic writing and research skills and learn about attribution and fair use, and they take part in editing an online encyclopedia that is one of the most visited sites on the internet. Students take their writing out of the classroom into a public-facing space by editing or creating new Wikipedia pages. Through this assignment, they are no longer just consumers of information. They are also creators of this information (Sweeney 2012). Sample (2011) writes that “collaborative construction” is an important element in students’ learning: “A key point of collaborative construction is that the students are not merely making something for themselves or for their professor. They are making it for each other, and, in the best scenarios, for the outside world.” Wikipedia is an opportunity for students to take their work outside the classroom. Their audience is no longer just their teacher or their in-class peers but anyone in the world with access to Wikipedia. Implications on equity and access students may write on topics that may reflect individual identities and interests -that are sometimes marginalized in traditional academic settings students learn and apply a process that challenges some of the widespread academic skepticism towards Wikipedia - as they bring in and share with the public - information that academics have access to when faculty and students work together as Wikipedians - some of the traditional hierarchies in the classroom are minimized for the duration as the assignment "centers their emerging expertise, and empowers them to take ownership of their learning" (Pratesi et al.) students see themselves as knowledge constructors and communicators Using Wikipedia in the classroom, especially in the multilingual writing classroom, leads to improving the diversity of topics on Wikipedia. There are content gaps on Wikipedia related to gender and location. Because of these content gaps, there are many topics that are not covered at all or do not have sufficient coverage on Wikipedia. Wikipedia needs diverse editors who can fill some of these gaps. An opportunity to encourage and support female students as they edit Wikipedia. Wikipedia suffers from a gender bias. Most Wikipedia editors are male. Balch (2019) reports that women make up between 15-20% of total contributors and that articles about men exceed those about women by about four to one. Also the coverage of articles about female achievements Students have access to library resources and other research sources and a supportive classroom environment. Impact on Wikipedia Since the inception of Wiki Education's student program in 2010, over 100,000 students in over 4,800 courses at over 800 universities in the U.S. and Canada have added 80 million words to more than 100,000 articles (Blumenthal et al.). At BU, since spring 2019, Malavika Shetty (WIkipedia username: mettysh) has taught 11 upper-division writing classes with 177 students using Wikipedia. Her students have created 24 new pages and have added 1.86K references. The pages created or edited by her students currently have 3.72 million page views. [BU Impact - summarize course contributions?] Also since the fall semester of 2019, 295 USC engineering students in Helen Choi's 16 upper-division writing courses have contributed to 98 engineering and science articles. They have added over 3,700 references and over 260,000 words, and their work has garnered over eight million views. Assignments Both instructors have taught with Wikipedia since 2019 with the help of the Wiki Education Foundation (Wiki Education), a non-profit organization dedicated to supporting efforts and use the Wiki Education dashboard materials as part of their Wikipedia assignments to provide specific trainings on the policies and tools of Wikipedia editing, select articles, and track writing progress. While Choi’s Wikipedia assignment is a group project, Shetty’s assignment requires students to work individually on their chosen Wikipedia pages. Boston University Shetty uses Wikipedia as a 6-week project as the final project at the end of the semester in two of her upper-division writing classes: WR120: Language and Technology and WR152: Writing without Borders. Students begin by completing the assigned training modules on the WikiEdu dashboard for the class related to researching information, using information and images, and editing Wikipedia. As part of the assignment, students can choose to either translate an existing Wikipedia article in one of Wikipedia’s other language pages into English or to identify a topic they are familiar with that has not been adequately covered on Wikipedia or that does not exist on Wikipedia. The choice of topic is based on student interest and whether students can find credible sources related to their chosen topics. Students work on topics related to their backgrounds or interests: food from their countries, TV shows, movies, or celebrities they follow, games they play, places they live in or have visited, for example. The assignment is scaffolded as follows: A Project Proposal A Draft Student Peer Review of each other’s work. Editing or creating of live Wikipedia articles A presentation of the final page Students turn in a Project Proposal and a Draft before they start editing live pages. Once students have written up project proposals and drafts, Shetty provides feedback to the students based on the following questions: Is the project feasible? Can it be completed within the 6-week time range? Is there adequate information available related to the topic? Does the student have access to this information? Is the topic too controversial or is it a hot topic Wikipedia page that is being actively edited by too many people? Students are advised to steer clear of editing pages that are controversial which might lead to editing wars on Wikipedia. Once the project proposal has been approved and peer reviewed, students start researching and adding information to Wikipedia. Editing workshops are held during class, and students work on their pages with input from Shetty during class time. Shetty also holds workshops in class during which she shares information about copyright and fair use, use of credible sources, and use of images. Students also consult with Shetty throughout the process.If there are elements related to editing that cannot be resolved in the classroom, WikiEdu staff who are assigned to the class are contacted for help. The project ends with an in-class presentation by all the students. Students present their completed pages and talk about the following aspects in their presentations: 1. Background about topic/page 2. Interest in the page 3. Missing elements on the page and how the student improved the page. 4. What the student learned from the editing experience. 5. What the student could have done differently in retrospect. University of Southern California Choi teaches Wikipedia writing in an upper-division writing course for engineering students called WRIT 340: Advanced Writing and Communication for Engineers. This course is taught in a workshop-style, and most students are third and fourth year engineering majors. Each semester, she teaches two-to-four sections of this course, with about 19 students in each section. The Wikipedia assignment in Choi's courses replaced a previous group assignment involving a literature review, but the collaborative element was retained to assuage some of the anxieties of learning new tools and editing in a public forum like Wikipedia. Recent research suggests that Wikipedia writing may be well-suited for group work, as collaborative settings may be helpful in strengthening learning outcomes related to the evaluations of sources and may provide support to students as they learn and apply Wikipedia's technical tools (Vetter et al., 2019). Choi's Wikipedia group project spans about three weeks in the latter half of a 15-week semester. Students choose their own groups of three to four members and select their articles from a list of several dozen choices on the Wiki Education dashboard. This list of articles is compiled by the instructor prior to and during the semester to reflect student interests, topical issues in engineering in the news, and other articles related to engineering that require improvement or are otherwise appropriate for the assignment. Students who are interested in editing an article that is not on the list can propose them to the instructor. This group assignment is highly structured in terms of task allocation and smaller scaffolding assignments. The following four roles are allocated by and among group members for the duration of the project: Wikipedia expert leads efforts related to the Wikipedia platform ensures that all group members understand how to use the editing tools and leads the group in moving edits onto the live platform Facts expert leads efforts in examining references collected by the group for suitability on Wikipedia ensures that group members are accurately and sufficiently paraphrasing sources Writing expert leads writing efforts ensuring that the writing of all group members aligns with Wikipedia's guidelines in terms of style, content, and tone Communications manager submits in-class assignments on behalf of the group acts as the instructor's point of contact for group communications This allocation of specific roles in small group activities in science and engineering classrooms has been noted to be an effective means of encouraging focused and efficient group interactions, as it provides students with a clear and established means of participation and accountability (Eberlein et al., 2008; Hirshfield and Chandra, 2015; Moog, 2014). Choi has also observed that such allocations provide students with some degree of agency as students can choose to participate as leaders in areas in which they feel more confident, while they continue to build skills as participants in other areas. In some student groups in Choi's courses, roles were often shared or otherwise modified to reflect changes in student preferences over the course of the assignment. And some tasks, such as copy-editing or transferring writing to the live Wikipedia platform, were routinely shared among all group members. Once articles, groups, and roles have been established, each group works on the "milestone-of-the-day," which may be a research or writing assignment due by the end of the class period. The communications manager for each group is responsible for submitting that work on behalf of the group to the instructor by the end of class. These milestones are short sequential assignments that guide students in research, drafting, revision, and publishing processes. Milestones at the start of the project are research-based and highly structured to acquaint students with the collaborative work process; instructor feedback on such milestones is focused on appropriateness of the references for Wikipedia and the accessibility of such references to the general public. In the middle of the project, the milestones relate to drafting and revising based on collected references, and the instructor reviews and comments upon drafts for accuracy and Wikipedia tone; and near the end of the project, milestones less frequent, as students become more familiar with each other and project and given more room to address the project on their own terms. In addition to providing feedback on milestone assignments, Choi also acts as a temporary group member for each group during class time. She cycles through each group, answers questions, and completes student-directed tasks; this type of collaboration challenges some of traditional positionality of students and teachers in a classroom setting as she often conducts research, drafts, and revises writing with the group. As one student commented, the instructor was treated by students as "just another Wikipedian" during group work for this project. Once the edited article is moved to the live Wikipedia platform, students monitor their Wikipedia article for edits and the related talk and history pages for any comments or discussions about their edits. During this time, they also often refer to the Wiki Education dashboard, as it tabulates their contributions in terms of the numbers of words and references added and views. Examples of dashboards from the fall and spring semester of 2021 from USC can be seen below under "External links." Using the Wikipedia before and during the pandemic In Spring 2020, as universities shut down their face-to-face offerings, faculty had to transition mid-semester into remote learning with very little preparation. The pandemic emergency situation meant that faculty had to improvise and tweak their courses to adjust to the new online learning environment. There were many elements of in-person learning that were no longer suitable to online learning and had to be either removed or drastically changed to suit learning on online platforms. As McFadzean & Mohabir-McKinley (2021) write, “online learning is not the same as traditional classroom-based learning and simply transferring classroom-based materials and lectures to a virtual setting can result in students experiencing boredom, isolation and a lack of stimulation.” Both authors taught in-person classes prior to the COVID-19 and both shifted to online courses in March 2020 and finished the spring 2020 online. Online delivery continued for the fall 2020 and spring 2021 semester, and both instructors shifted back in-person teaching in the fall of 2021. During these transitions, planning and teaching of the Wikipedia assignment remained largely unchanged in terms of instructors' workloads. Few, if any, of the activities or pace of the curricula required modification, as both instructors used the Wiki Education dashboard for training materials and class work involved interfacing with digital tools for research and writing. While the emergency remote learning required improvisation, the authors found that Wikipedia transferred well to the remote learning environment. The new online learning environment was not a barrier to continuing to use Wikipedia in the classroom. In some cases, the online learning environment even had a few advantages. There were, of course, several challenges teaching with Wikipedia during the pandemic. The students were remote and some of them were taking classes from their own countries. The students did not have physical access to campus libraries, and there were inequities of access to technology. Also, many of Shetty’s students were from China where Wikipedia is currently blocked. Both Shetty and Choi, however, found that the Wikipedia assignment worked very well during remote learning. Students were able to complete the assignment effectively. They found an online community of Wikipedia editors who gave them immediate feedback and advice. Students who were taking classes remotely from another state or country also had access to local information and could use images that they had taken themselves locally. Student motivation and engagement remained high, and thanks to Wiki Education support, students from China were able to edit Wikipedia using VPNs. Shetty’s students continued to be engaged and made even better contributions to Wikipedia because they were in places where they had access to local information about their topics. Librarians from BU Libraries visited class remotely and, once again, were able to provide valuable insight and research tools to the students. Similarly, Choi's students were able to complete their Wikipedia work within the time frame with little or no modifications in terms of scaffolding assignments as those who took this course in-person. In terms of quantitative output, the average number of words added per student and references added per student were higher for Choi's in-person courses than those in her online courses. As Choi's classes work in groups for articles, the number of articles depends on the number of students. Semester Mode of course delivery Number of students Average number of words per student Average number of references per student Fall 2019 In-person 74 1,054 13 Spring 2020 In-person plus shift to online 55 746 9 Fall 2020 Online 37 708 9 Spring 2021 Online 57 787 12 Fall 2021 In-person 72 998 16 Source: https://dashboard.wikiedu.org/users/1namesake1 Student feedback quotes from student feedback, course evals, reflections, informal survey, portfolios Boston University Portfolio reflections “..through editing my own Wikipedia page, I have learnt how to stay concise, coherent and objective with my writing.” (Hanako Kawasaki's WR120) https://bu.digication.com/hanako-kawasaki-wr120/Home “..there are many pages about successful men on Wikipedia. This is why I want to create a page about an outstanding woman, Liang Yu. Women need to be seen. Their success needs to be memorized. I hope my article makes more people know Liang Yu and promotes them to get to know more prominent women in the world.” (Becca Fu WR120) https://bu.digication.com/beccas-work-in-wr120/Portfolio_introduction “Wikipedia Project was the most inspiring assignment for me. Based on the improved writing, reading, and thinking skills, I could choose a topic and make a significant effort for the page on Wikipedia regarding the topic. For the project, I could maximize my benefits as a student studying Economics and International Relations. Actually, I want to go to law school to study International Law. These backgrounds led me to the topic regarding the acquisition of Korea Exchange Bank by Lone Star Funds. It was about Law, International Business, and Economics. Therefore, it was the topic that I could apply my knowledge that I have learned at Boston University. Plus, the involved parties for the topic were from South Korea, my home country, and from the United States where I am studying in. In the process of searching information about the topic, I could experience a lot of articles, reports, and papers. So, I could get used to various genres of writings and get a better understanding about the topic. In addition, since I was writing for Wikipedia and about Law, I tried to be neutral and to convey the confirmed and accurate facts only as possible. Thus, through the project, I could learn how to write in neutral tone and how to gather a lot of information, and how to effectively combine them like a summary. Moreover, the project was based on Wikipedia, so I could learn how to use and edit Wikipedia page. It was my first time to edit Wikipedia. Before this course, I looked up Wikipedia so many times, but never edited it. Hence, from completing the project, I could feel that I contributed to a kind of collective intelligence and feel excited because my efforts were published online where anyone can read. Then, I could realize how technology affects our language and knowledge. Technology allows people to share knowledge within the world, which is one of the main reasons of our lifestyle’s changes. Consequently, I could improve my writing, reading, and thinking skills further through Wikipedia Project.” (Yoo Bin WR 120) https://bu.digication.com/wr120-portfolio-yoo-bin/introductory-essay “.. in the process of completing Wikipedia’s assignment, I learned a lot of fresh knowledge. This is undoubtedly one of the biggest tasks I have faced because the experience of editing Wikipedia has made me more cautious and thoughtful. From selecting a question at the beginning to selecting the reliable source of information to write the final editing, I need to think carefully about what I have written, because I know that what I will publish is influential, and every expression I make can become a source of information for others. So when writing content, I need to maintain an objective and neutral attitude. When I see some information, I need to judge reliability and authenticity.” (Jia Jia WR 120) https://bu.digication.com/jia-jia-s-portfolio-of-wr120/Home University of Southern California At USC, student feedback gathered from informal surveys, course evaluations, and class discussion largely aligns with research that suggests that the Wikipedia assignment can help increase motivation among students, as they may feel more invested in writing for an authentic and public audience (Cummings, 2009; Vetter, 2014; Vetter et al., 2019). Throughout the project, students comment on that "actual people" will read their work, and their frequent queries about the number of pageviews of their articles and their monitoring of their articles for any revisions of their work suggest that they are keenly aware of the public stance of this assignment. Many students also note that they shared their Wikipedia article with family members. This heightened motivation and enthusiasm of students have been found to be of value to the instructor's teaching experience as well, as engaged and motivated students working for a cause greater than a classroom assignment can be very rewarding for the instructor (Leuthold & Gilli, 2019). Informal and anonymous end-of semester surveys (N=75) of Choi's students from the fall 2019, spring 2020, fall 2020, and spring 2021 semesters indicate students perceive the Wikipedia assignment to be helpful in improving their collaboration, writing, and research skills. Questions and 5-point likert scale responses are presented below: Table Showing Results of Informal Wikipedia Survey (n=75) Statement Strongly Agree (%) Agree (%) Neither Agree or Disagree (%) Disagree (%) Strongly Disagree (%) The Wikipedia assignment helped me improve my writing skills. 34.6 57.3 4.0 4.0 0.0 The Wikipedia assignment helped me improve my research skills. 49.3 40.0 4.0 4.0 0.0 The Wikipedia assignment helped me improve my ability to collaborate on a project. 49.3 37.3 9.3 4.0 0.0 The Wikipedia assignment helped me develop my digital citizenship (e.g. a desire to contribute to and ensure the accuracy and accessibility of information) 74.6 20.0 0.0 5.3 0.0 Such results echo the findings of large-scale studies in which a majority of students found that the Wikipedia assignment was found to be more helpful than traditional writing assignments in terms of assessing reliability of sources, producing public writing, and learning as a team (Vetter et al., 2019). An unanticipated outcome of Choi's informal surveys was the strength of students' perceptions of how the assignment influenced the development of their desire contribute to efforts to increase access to accurate information, as 94.6% of student respondents agreed or strongly agreed that this assignment helped them to consider their digital citizenship. As this sentiment reflects a standard principle of professional engineering ethics of presenting accurate data and information to the public, this assignment may be one way to teach these ethical principles in an immediate and applied manner to engineering students (Code of Ethics for Engineers). As one student in her group presentation noted, "[b]eing a good Wikipedian is like being an honest engineer; both produce work that people rely on everyday, so they need to work carefully and ethically." Institutional support Malavika - BU support; center for teaching, libraries, other faculty BU Libraries are very actively involved in supporting Wikipedia initiatives and Wikipedia in the classroom. BU Libraries hosts edit-a-thons and workshops for faculty related to incorporating Wikipedia. Shetty works closely with the BU libraries to host workshops for faculty who are considering using Wikipedia in their own classes. She works with colleagues from the BU Medical School, the School of Public Health, and from other programs on campus on these workshops. The Wikipedia in the classroom initiative was featured in BU’s student newspaper, The Daily Free Press. Shetty has also jointly presented with BU librarians at Wiki Conference North America on creating a community of editors and teachers at Boston University. Shetty is also a WikiEdu mentor in Wiki Education's Mentorship Program, where she mentors colleagues at BU and at other universities. The Center for Teaching and Learning (CTL) at BU is also supportive of Wikipedia efforts as part of their Digital Learning and Innovation initiatives. Shetty has presented on “Hands-on Teaching” with Wikipedia as part of BU’s Center for Teaching and Learning’s Lighting Talks series. Choi receives support and guidance for the Wikipedia assignment from the staff at Wiki Education. Wiki Education provides a dedicated staffperson for each course, as well as weekly office hours and instructor training programs. Like Shetty, Choi has connected with other instructors through Wiki Education's Mentorship Program. Wiki Education also provides professional development opportunities for instructors pursuing this assignment, and instructors have participated in academic and professional conference panels with Wiki Education staff. For example, at the 2021 Creative Commons Global Summit, Helaine Blumenthal of Wiki Education, Heather J. Sharkey of the University of Pennsylvania, Delia Steverson of the University of Florida, and Choi spoke on a panel titled "When Students Contribute to Global Knowledge Production," in which they shared how they teach Wikipedia writing in various subject areas, such as Middle Eastern Studies, African American literature, and engineering (Blumenthal et al., 2022). The Wiki Education blog also provides opportunities for instructors to write about their experiences. External links Assignments Boston University University of Southern California Wiki Education course dashboards Boston University : Spring 2021, Fall 2020 University of Southern California: Fall 2021, Spring 2021 Student contributions (Choi) Edited pages Bubble tea Data science Deepfake Encryption Metaverse Non-fungible token Space sustainability Video games in India Student Contributions (Shetty) New Pages Chen Li (singer) Wandouhang Liang Yu (activist) Guandan Italy Towel Edited Pages Deportation and Removal from the United States References Balch, O. (2019). Making the edit: Why we need more women in Wikipedia. The Guardian. Retrieved February 11, 2022, from https://www.theguardian.com/careers/2019/nov/28/making-the-edit-why-we-need-more-women-in-wikipedia Blumenthal, H., Steverson, D., Choi, H., & Sharkey, H., (2022). When Students Contribute to Global Knowledge Production. Serials Review, 48(1), _____. [coming in feb 2022] "Code of Ethics for Engineers," National Society of Professional Engineers, https://www.nspe.org/sites/default/files/resources/pdfs/Ethics/CodeofEthics/NSPECodeofEthicsforEngineers.pdf Cohen, N. (February 9, 2014). Wikipedia vs. the Small Screen. The New York Times. ​​https://www.nytimes.com/2014/02/10/technology/wikipedia-vs-the-small-screen.html?smid=url-share. Cummings, R.E. (2009). Lazy virtues: Teaching writing in the age of Wikipedia. Nashville, TN: Vanderbilt University Press. Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R.S., Platt, T., Varma-Nelson, P., & White, H.B. (2008). Pedagogies of engagement in science: A comparison of PBL, POGIL and PLTL. Biochemistry and Molecular Biology Education, 36(4), 262-73, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2665262/. Hill, B. M. & Shaw, A. (2013). The Wikipedia Gender Gap Revisited: Characterizing Survey Response Bias with Propensity Score Estimation. PLOS ONE, Public Library of Science, https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0065782. Hirshfield, L. & Chachra, D. (2015). Task choice, group dynamics and learning goals: Understanding student activities in teams. 2015 IEEE Frontiers in Education Conference: Launching a New Vision in Engineering Education Proceedings, FIE 2015, 1-5, https://www.computer.org/csdl/proceedings-article/fie/2015/07344043/12OmNqBbHV9. Leuthold, J. & Gilli, A. (2019). Translating Scientific Articles to the Non-scientific Public Using the Wikipedia Encyclopedia. Frontiers in Education, 4(15), 1-10, https://www.frontiersin.org/articles/10.3389/feduc.2019.00015/full McFadzean, E., & Mohabir-McKinley, S. (2021). All a Matter of Intelligence: Faculty Competencies for Virtual Learning. In C. Bissessar (Ed.), Emergency Remote Learning, Teaching and Leading: Global Perspectives (pp. 123–157). Springer International Publishing. https://doi.org/10.1007/978-3-030-76591-0_7 Moog, R.S. (2014). Process oriented guided inquiry learning. In M.A. McDaniel, R. F. Frey, S.M. Fitzpatrick, & Roediger, H.L. (Eds.). Integrating cognitive science with innovative teaching in STEM disciplines (147-166). St. Louis: Washington University in St. Louis Libraries, https://openscholarship.wustl.edu/books/9/. ​​Pratesi, A., Miller, W., & Sutton, E. (2019). Democratizing Knowledge: Using Wikipedia for Inclusive Teaching and Research in Four Undergraduate Classes. Radical Teacher, 114, 22-33. https://doi.org/10.5195/rt.2019.517 Ramirez, M. & Marquez, A. (2021). Latinx Authorship and Representation in Digital Spaces:Wikipedia as a Tool to Decolonize the HSI Classroom. Association of Mexican American Editors,15(1), 57-89, https://bilingualreview.utsa.edu/index.php/AMAE/article/view/amae.15.1.418/357. Sample, M. (2011). Building and Sharing (When You’re Supposed to be Teaching) Journal of Digital Humanities. Journal of Digital Humanities, 1(1). http://journalofdigitalhumanities.org/1-1/building-and-sharing-when-youre-supposed-to-be-teaching-by-mark-sample/ Sweeney, Meghan. (2012). The Wikipedia Project: Changing Students from Consumers to Producers. Teaching English in the Two-Year College. Vol. 39, No. 3, March 2012. https://eric.ed.gov/?id=EJ981490 Vetter, M.A. (2014). What composition students and academic libraries can gain from digital-collaborative pedagogies. Composition Studies, 42(1), 35-53, https://www.researchgate.net/publication/324832059_Archive_20_What_Composition_Students_and_Academic_Libraries_Can_Gain_from_Digital-Collaborative_Pedagogies Vetter, M. A., McDowell, Z. J., & Stewart, M. (2019). From Opportunities to Outcomes: The Wikipedia-Based Writing Assignment. Computers and Composition, https://www.sciencedirect.com/science/article/pii/S8755461517300671. “Who Writes WIKIPEDIA?” Wikipedia, Wikimedia Foundation, 14 Aug. 2021, https://en.wikipedia.org/wiki/Wikipedia:Who_writes_Wikipedia%3F. “Wiki Education.” Wiki Education, wikiedu.org. "Wiki Education Dashboard." Wiki Education, https://dashboard.wikiedu.org/. [possible graphics - a cool gif with the Wikipedia globe: https://commons.wikimedia.org/wiki/File:Wikipedia_logo_puzzle_globe_spins_horizontally_and_vertically,_revealing_the_contents_of_all_of_its_puzzle_pieces,_without_background.gif student articles also have some great graphics if we need to add some Photos of us: Helen Choi Image credits: 1namesake1, CC BY-SA 4.0, via Wikimedia Commons Malavika Shetty Image credits: Mettysh, CC BY-SA 4.0, via Wikimedia Commons