Lesson Plans: Be the Authority: Wikipedia in the Classroom

Description:

Students will learn the basics of Wikipedia editing, including best practices and key policies. In an active learning session, they will make small edits to live articles in real time.

Details about this plan:

  • Designed to be at least 5-7 hours (could span multiple classes or workshops), but could easily be tailored
  • Intended audience: the general public, graduate students, undergraduate students
  • The topic should be customized.
  • Could be used in conjunction with the Wiki Education Dashboard.
  • Designed to add information to articles on Wikipedia specifically about underrepresented groups.

Proposed Session Schedule:

Note: This proposed schedule is broken into three different sessions.

Session 1: 

  • Introduction to Wikipedia (45 minutes)
    • Wikipedia on paper activity (originally developed by Margaret Smith): Organize audience into groups of 5-6. The workshop leader passes out notecards with pre-determined topics written on each card. Topics should be broad. For example: “Photography,” “Performance Art,” etc. Set the timer to ~4 minutes. Have each group write out a definition as they think it would appear on Wikipedia. After each 4 minutes, each groups passes their notecard to the next group. Groups can cross out and rewrite anything they think should be edited. Have students look at their original notecard when everyone has seen each topic. This activity gets students comfortable with their words being edited.
    • Slide presentation (see below).
  • Homework: Create a Wikipedia account. Explain the positives and negatives of using real names.
  • Optional: If using the Wiki Education Dashboard, have students enroll in the course as homework. Have them complete the suggested assignments in the course (e.g. Practice the Basics assignment and Critique an Article assignment).

Session 2: 

  • Work day: Editing Wikipedia (5 hours)
    • All students login and begin adding content or citations for at least two articles.
    • Optional for advanced: Create one stub in stub creator that is reviewed by the workshop leader.

Session 3: 

  • Review and assess work done in Wikipedia with the group (~30 minutes)
    • How did it go? What were some challenges? What surprised you?

Slides:

Organizational Tool:

A tool like this spreadsheet is a great way to keep everyone on track during the editathon. Could be used in conjunction or in place of Wiki Education Dashboard.

Handouts:

Getting Started with Wikipedia: Example Goals and Training Schedule

Lesson Plans: Personal Digital Archiving

Details about this lesson plan: 

  • The slides were redesigned to follow the website Personal Digital Archiving: How to create a digital archive for your work, thesis, and career, by Cristina Fontánez Rodríguez.
  • Designed to be roughly ~1.5 hours.
  • Slideshow with introduction to various points of digital archiving and organization.
  • This workshop is designed to help art and design students take intellectual control of their digital files.
  • Intended audience: Graduate and undergraduate students.
  • Should be customized after meeting with the professor or organizer to learn more about the audience.
  • Session leader is encouraged to incorporate an active learning activity.

Slides:

Handouts

Batch Embed Metadata in Adobe Bridge Cheat Sheet

Batch Rename in Adobe Bridge Cheat Sheet

Best Practices for File Naming

Lesson Plans: Digital Humanities for Art Historians

Description:

In this session, we’ll discuss the increasing use of digital technologies in research, publication and scholarship, and teaching We’ll look at tools that might be useful for art historians, examples of digital scholarship in art history and discuss how digital engagement might affect methodologies and theoretical inquiries.

Details about this lesson plan:

  • Designed to be roughly ~1.5 hours
  • Slideshow with introduction to digital humanities tools and methods, followed by active learning activity
  • Intended audience is undergraduate or graduate students, and the general public
  • Should be customized to course after meeting with the professor

Proposed session schedule:

  • Short discussion: Does anyone know what digital humanities is? Can anyone guess what might be barriers to digital humanities work for art historians? – ~10 minutes
  • Slides: Introduction to digital humanities – 25 minutes
  • Group activity: Teams are assigned a DH project website from Miriam Posner’s Digital Humanities 101 course at UCLA.40 minutes (20 minutes to complete the worksheet, 20 minutes to report back to the entire class.)
  • Final thoughts and how this might be applied in their work – 15 minutes

Slides:

Activity Worksheet Example:

Investigating Digital Humanities Projects

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Jennifer Ferretti is the Digital Initiatives Librarian at the Maryland Institute College of Art. She is a first-generation American Latina whose librarianship is guided by critical perspectives and anti-neutrality. With a firm belief that art is information, she is interested in the research methodologies of artists, particularly those highlighting social justice issues. Jennifer is a Library Journal 2018 Mover & Shaker.

Lesson Plans: Researching Community History

Description*:

Libraries and archives provide access to an incredible amount of resources to help us better understand historical context of events, topics, people, and more. However, it almost seems as though you have to have prior knowledge (or privilege) of how to navigate these spaces in order to conduct research. In this workshop, we will review the kinds of topics that can be researched, where to conduct certain types of research, and discuss barriers to access. I am very interested in hearing from attendees to help folks feel empowered to perform community research. It is recommended that attendees bring their public library cards, or sign up for one if possible.

*It is recommended that the workshop facilitator not reuse my description word-for-word, but rather craft their own.

Details about this lesson plan:

  • Designed to be roughly ~1.5 hours
  • Slideshow with introduction to research, followed by active learning activity
  • Intended audience is undergraduate or graduate students, and the general public
  • Should be customized to course after meeting with the professor or event organizers

Proposed Session Schedule:

  • Welcome / Opening Activity (Optional)15 minutes
    • Section 1 of a white board wall: Write a word or words that describe your feelings or what you think about Baltimore.
    • Write a word or words you’ve heard someone related to you or a close friend who does not live here has used to describe Baltimore.
    • The purpose of this activity is to reveal biases as well as inform students that they are primary sources on Baltimore (where they live).
  • Short discussion: You do research already, even if you don’t think you do. Where do you start? What tools do you use? – 5 minutes
  • Slides: Introduction to research (see below) – 10 minutes
  • Group activity: Teams find primary resources online (see below) – 40 minutes (20 minutes to look at websites, 20 minutes to report back to the group).
  • Final thoughts – 15 minutes

Slides:

Please note that these slides are the abbreviated version. If you’d like me to present the complete version, please get in touch using the form toward the bottom of this page. 

Activity Worksheets: Finding Primary Resources Online

Split the class into groups of 2-4, depending on class size. Assign each team an institution. The teams will report back to the entire group at the end of the session. Below are two examples of worksheets.

It is highly recommended that the workshop leader develop their own worksheets/questions. Websites change frequently, so the questions on the worksheet might be outdated.

Researching Community History – Library of Congress

Researching Community History – Internet Archive

Cheat Sheet – Resources for Researching Community History (Baltimore City)

It is recommended that the workshop leader customize their own cheat sheet for the topic of the workshop.

Resources for Researching Community History – Baltimore City

Want me to lead this workshop for your organization, event, or class? Get in touch!

I’ve led this workshop for community events in Baltimore City. Always excited about an opportunity to help folks learn more about research.

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