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I am fascinated by the lock on the  banana page---I think that it could get students to speculate around what makes the construction of knowledge around the banana so controversial, and get them to think about questions around colonialism, origin stories, economic histories---could be a starting place for a group research activity

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I am fascinated by the lock on the  banana page---I think that it could get students to speculate around what makes the construction of knowledge around the banana so controversial, and get them to think about questions around colonialism, origin stories, economic histories---could be a starting place for a group research activity

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Look at what arguments people are using on the talk page to justify their choices -- what makes information important/relevant/reliable or not? Who decides?

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I'm now thinking of using Wikipedia as a shell or overarching theme when thinking about designing the first half of my semester long info lit course.

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I'm now thinking of using Wikipedia as a shell or overarching theme when thinking about designing the first half of my semester long info lit course.

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Comparing to other reference sources is a great idea (in the past I've used TVTropes, but maybe I should also throw in a scholarly source!)

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Look through bibliography, see how a few sources are being used. Like the idea of comparing to the original source.

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have students compare articles but make sure to plan! Read sources in Wikipedia beforehand pick relevant Wikipedia article's to grab attention 

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have students compare articles but make sure to plan! Read sources in Wikipedia beforehand pick relevant Wikipedia article's to grab attention 

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Loved the African Burial Ground in all its aspects! 

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Loved the African Burial Ground in all its aspects! 

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Will use it or some similar to engage students and  make history come alive!! Thanks!

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definitely a comparison article with GVRL, discussion of the Talk feature to illustrate scholarly exchange and highlight issues of bias/anonymity

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I'm thinking that my one-shot could focus on wikipedia, using it as the foundation for the entire session, as a leaping off point to explain everything from the CRAP  test, to types of sources, to the clicks to get to OneSearch.

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excited to try more discovery tactics with students with wikipedia as a launching point

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Looking at the principles of Wikipedia: neutrality, sourcing, no new research and discussing how those relate to what Wikipedia does and what we're asking students to do in research projects.

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Looking at the principles of Wikipedia: neutrality, sourcing, no new research and discussing how those relate to what Wikipedia does and what we're asking students to do in research projects.

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I might use a Wikipedia talk page as a starting point for coming up with research questions, identifying debates around how certain kinds of truths are produced and constructed.

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Use Wikipedia as a launching point to have a discussion about authority and scholarship. 

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Use Wikipedia as a launching point to have a discussion about authority and scholarship. 

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Read "the Charms of Wikipedia" by Nicholson Barker with a writing class and discussed students associations with and uses of Wikipedia.

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As a way to talk about how knowledge and truth claims are constructed (and can be deconstructed)

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As a way to talk about how knowledge and truth claims are constructed (and can be deconstructed)

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emphasized how it's a reference source and why reference sources, such as GVRL is a great starting off point for research

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emphasized how it's a reference source and why reference sources, such as GVRL is a great starting off point for research

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suggest wikipedia as a excellent source for background information or contextual info.

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suggest wikipedia as a excellent source for background information or contextual info.

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In my credit class, I have them edit a page on a popular culture topic and reflect on what they learned from this. Most feel that this makes them trust Wikipedia MORE, which surprises me a little, but we talk  about this.

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Because I teach mostly one-shots, faculty either won't let me speak about it or have to talk about how bad it is. I'd like to be able to use it as a gateway for information production and critical thinking.

I would like to be able to use Wikipedia in a content focused course, like history or nursing. They would be able to focus on one set of Wikipedia pages and compare/contrast/edit them against the library resources.

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In my credit course, I have them edit a po

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showed Jimmy Wales youtube where he discussed wiki

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I've had students think and talk about how they would branch out from Wikipedia, using the sources  in  the "References" list, or working with links, to begin exploring a research question

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We look at the difference between the first version of an article and the most recently edited version, and talk about what we see

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I have used Wikipedia as a reference starting point for students to begin their research paper.

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I have used Wikipedia as a reference starting point for students to begin their research paper.

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I have also used to perform the CRAAP test.

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i've been thinking a lot about Wikipedia as not only a site for information gathering/sharing, but as a tool and instrument of communication. Your comment about "conflict wars" makes me think that Wikipedia track edits could open an interesting conversation about scholarly engagement and dialogue and how information is shaped/changed over time

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I explain how wikipedia serves as a good orientation to a subject--names, dates, vocab, etc.

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I've used it as a section in a final project, requiring students to compare their topic in GVRL to the same topic found in Wikipedia.

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I've used it as a section in a final project, requiring students to compare their topic in GVRL to the same topic found in Wikipedia.

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I've also used it as an example of unreliability in terms of the internet, referencing David Bowie's page, so as you can see the ways in which I've used it have not been very exciting or innovative, which is why I'm here!

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I've had students compare a wikipedia biographical article to an article from a specialized encyclopedia through Credo and Gale Virtual Reference. The idea was to focus on the different presentation styles...but this proved pretty elusive and i didn't try it again.

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I've had students compare a wikipedia biographical article to an article from a specialized encyclopedia through Credo and Gale Virtual Reference. The idea was to focus on the different presentation styles...but this proved pretty elusive and i didn't try it again.

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I've also just used it as a starting pint for research.

I think these two approaches are pretty traditional and not that productive.

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showed wiki's hoax page, discussed a real life example on the CSI page, emphasized how/when it can be useful and to check the citations used, both for credibility and to then cite in their research paper

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showed wiki's hoax page, discussed a real life example on the CSI page, emphasized how/when it can be useful and to check the citations used, both for credibility and to then cite in their research paper

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"show Colbert video to demonstrate how lack of authority" "discuss study that found Britannica not much better than Wikipedia"  discussed if the elites really "own" knowledge

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"show Colbert video to demonstrate how lack of authority" "discuss study that found Britannica not much better than Wikipedia"  discussed if the elites really "own" knowledge

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discuss how  its a good source for sources but they may have been misunderstood
discuss lack of currency as no date is posted
Many more aspects could be discussed but limited by time constraints
For example-lack of time to compare articles.
It would be great to have students write Wikipedia articles but time consuming to teach rules

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I make sure to show the references, and how they can lead to scholarly sources.

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Used wikipedia to have students compare results to Gale Virtual Reference Library or the results in databases.

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Used wikipedia to have students compare results to Gale Virtual Reference Library or the results in databases.