Assessing the Art + feminism Edit-a-thon for Wikipedia literacy, learning outcomes, and critical thinking. Issue 6 (1st July 2022)

• Record Type: Journal Article
• Authors: Vetter, Matthew A.; Sarraf, Krista Speicher; Woods, Elin
• Is Part Of: Interactive learning environments. Volume 30:Issue 6(2022)
• Page Start: 1155
• Page End: 1167
• Publication Date: 2022-07-01
• Subjects: Wikipedia -- Wikipedia Edit-a-thons -- critical thinking -- learning outcomes -- literacy -- praxis; Educational technology -- United States -- Periodicals; 371.33
• DOI: 10.1080/10494820.2020.1805772
• Languages: English
• ISSNs: 1049-4820

Abstract

ABSTRACT: This article argues for Art + Feminism Wikipedia Edit-a-thons as feminist interventions and pedagogical events that facilitate participants' Wikipedia literacy and acquisition of learning outcomes, especially critical thinking, digital literacy, and technical skills. Drawing on data collected at a Spring 2018 Edit-a-thon at Indiana University of Pennsylvania, this article presents findings from a mixed-methods survey administered to participants following the event. In terms of Wikipedia literacy, analysis of the qualitative survey data found that participants learned technical skills that may motivate them to edit Wikipedia in the future. Of the learning outcomes, Edit-a-thon participants ranked "critical thinking, " "digital literacy, " and "online source reliability" as the most important learning outcomes. Further analysis of the survey data demonstrates participants' engaged criticality due to the Edit-a-thon's focus on interrogating and closing the gender gap on Wikipedia. Such criticality extends beyond traditional definitions of critical thinking, however, and might instead be identified as a type of digital critical praxis, which emphasizes critical reflection and action in digital media settings. By providing a theoretical and methodological framework for assessing Edit-a-thons, this article invites further research on Edit-a-thons as pedagogical events.