Assessing the Art + Feminism Edit-a-thon for Wikipedia Literacy, Learning Outcomes, and Critical Thinking

Autor/inn/en	Vetter, Matthew A.; Sarraf, Krista Speicher; Woods, Elin
Titel	Assessing the Art + Feminism Edit-a-thon for Wikipedia Literacy, Learning Outcomes, and Critical Thinking
Quelle	In: Interactive Learning Environments, 30 (2022) 6, S.1155-1167 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vetter, Matthew A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1805772
Schlagwörter	Art Education; Feminism; Encyclopedias; Collaborative Writing; Electronic Publishing; Outcomes of Education; Critical Thinking; Digital Literacy; Learning Activities; College Students; College Faculty; Pennsylvania + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Feminismus; Encyclopedia; Enzyklopädie; Elektronisches Publizieren; Lernleistung; Schulerfolg; Kritisches Denken; Lernaktivität; Collegestudent; Fakultät
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01