Here Comes (a significant fraction of) Everybody

Thinking of student editors a little differently gives a better indication of their impact on Wikipedia.

Transcript

1. Here comes (a significant fraction of) everybody Adam Hyland (User:Adam Wiki Ed) / User:Protonk)
2. What does Wikipedia get from student editors? Examining student edits
3. What we don’t get But first!
4. Editathons An ongoing set of experiments
5. Editors are rare • Lots of social sites follow the Pareto Principle • Not Wikipedia • Regular editors represent (roughly) 1 hundredths of a percent of readers
6. The graph we all want to talk about Joe Sutherland (CC-0) https://blog.wikimedia.org/2015/09/25/ wikipedia-editor-numbers/
7. Reasons for pluralism • Highly active editors are a small fraction of a broader community • Among highly active editors, a small fraction perform many of the edits • Lifecycles are different
8. Data sources •Aaron Halfaker’s monthly contributions data •Student usernames/information from dashboard and ListStudents API
9. •~20 edits •1-2 months •1 article The median student
10. Commons break (and caveats) Stephen Petegorsky (CC-BY-SA) https://commons.wikimedia.org/ wiki/File:Rotherwas_Room_Full_View.jpg
11. Regular editors • Many Wikipedians edit a small number of articles for a few months • …and never come back
12. Students as a cohort as a service…
13. ~4% of active editors This is called “burying the lede”
14. A semester at a glance
15. •Student training •Resources •Support Cohort advantages
16. More commons! User:LMR0804, scan of PD document: https:// commons.wikimedia.org/wiki/File:Prologo_La_Dafne_Gagliano.png
17. More caveats …only natural that it should follow more commons
18. Questions? Comments? Slings and arrows?