WikiWomen Erasmus+ Project/School toolkit

These materials are laid out over 11 lessons (with 10 slide decks), which can be delivered over a varying period of time based on the needs and time allocation of the specific school/class.

Each lesson comes with a downloadable and editable slide deck for use in the classroom. There will also be a workbook document made available to accompany these lessons and guide students along their journey to becoming Wikimedians!

This is the lesson plan developed for the WikiWomen Project, designed to empower participants through the exploration of women's history and bridging the Gender Gap on Wikipedia. These materials are structured across 11 lessons, providing flexibility to adapt the content according to your school's schedule and specific regional and cultural requirements.

Each lesson is outlined to foster critical thinking, research skills, and digital literacy, enabling students to contribute meaningfully to the world of open source knowledge. Alongside detailed lesson guides, you will find downloadable and editable slide decks tailored for seamless classroom integration.

Lesson 1: Introduction to the WikiWomen Project

Lesson Outcome

Discussion of the gender gap
Explain the significance of preserving and promoting women's history in their region.
Explore the history of women's contributions in various fields.
- Two examples given in the lesson, these can be amended as needed for relevant countries.
Discuss the impact of women's history on society.

Lesson Duration: 40 minutes

Class Discussion: 5 minutes

What is the ‘Gender Gap’? (slides 3 & 4)

Discussion Prompt: Can you think of any ways the Gender Gap shows up in your lives and/or society?

Slide Deck Presentation (10 minutes):

Overview of the areas of society where the Gender Gap manifests.
The importance of representation.
The WikiWomen Project
What you will achieve throughout this project.

Group Work 5 minutes:

In Groups of 2-3, discuss why it is important to promote women’s history and their achievements.
Can you think of any Irish women in history?
What are their notable achievements?
Do they have a page of Wikipedia/Vicipéid?

Individual Work 10 minutes:

Introduce two notable women from the region. (slides 11 & 12)

Individual activity: Investigate their Wikipedia pages.

Class Discussion (5 minutes)

Why is it important to make information available through minority languages?
Can you think of any notable women who are advocates and [speak your language]?
- What are their notable achievements?
- Do they have a Wikipedia page in your language?
What impact has women’s history had on society?
- Women’s Suffrage Movement & the right to vote
- Scientific Advancement: e.g. Marie Curie, Katherine Johnson
- Role Models
- Overcoming Oppression
- Modern Day Activism: e.g. Greta Thunberg
Can you think of more examples?

For the Next Lesson:

Search your language Wikipedia for an article on a woman from your region.

Lesson 2: Wikipedia essentials

Bunchursa ViciPéid: slide deck Lesson 2: Wikipedia Essentials Lesson Outcome: Gain a basic understanding of Wikipedia. Recognize the significance of Wikipedia as a platform for sharing knowledge. Understand the goals of the project in developing research, critical thinking, and writing skills. Lesson Duration: 40 minutes Introduction (10 minutes): Have students share one interesting fact about a notable woman from their region which they looked up since the last lesson. Quick Intro to Wiki What is Wiki? Introduce the importance of Wikipedia as a global knowledge platform. Discuss the goals of the project: developing research, critical thinking, and writing skills through contributing to Wikipedia in their minority language. Class Discussion (10 minutes): Prompt 1: What do you think about Wikipedia?

Encourage students to share their perceptions, experiences, and any concerns they might have.

Prompt 2: When do you think it is appropriate to use Wikipedia?

Discuss situations where Wikipedia can be a valuable resource and when it might not be suitable.

Prompt 3: Do you use Wikipedia in your language?

Explore the availability of Wikipedia in different languages and dialects.

Slide Deck Presentation (10 minutes): Present a slide deck providing an overview of Wikipedia, including its history, structure, and the collaborative nature of editing. Highlight The Five Pillars of Wikipedia Full WikiEssentials slide deck can be found here: >>LINK<< Include visuals to engage the students, such as screenshots of Wikipedia articles in different languages (these screenshots should correspond to the language in question). Group Activity (5 minutes): Divide students into small groups. Each group discusses a specific Wikipedia article related to women's history in their region. Groups identify reliable sources used in the article and evaluate the article's credibility and completeness. Discuss as a wider class, have each group talk about their article - pros and cons. Individual or Group Work Activity (5 minutes): Hand out a brief passage from a Wikipedia article in their minority language. This could be created as a resource for teachers with a Wikimedian having already identified pros and cons of the article, possible improvements etc. Ask students to identify reliable sources mentioned in the passage and evaluate the quality of the information provided. Discuss their findings briefly as a class. Conclusion (5 minutes): Recap the key points about Wikipedia's significance and the project's goals. Emphasise the importance of critical thinking and reliable sources in contributing to Wikipedia. Assign a small homework task: Each student finds a Wikipedia article in their language and evaluates its reliability and completeness based on the criteria discussed in class. Notes for the Facilitator: Encourage an open and inclusive atmosphere where students feel comfortable sharing their thoughts and experiences. This lesson plan aims to foster critical thinking and active engagement with Wikipedia, preparing students for the upcoming research and writing activities in the following lessons.

Lesson 3: Editing basics

Creating an account, finding your user page and sandbox - slide deck

Lesson Plan: Wikipedia Editing Basics Lesson Duration: 40 minutes Lesson Outcome: Understand the fundamental editing basics on Wikipedia Create an account, navigating user pages and sandboxes. Know the differences between mainspace and draft articles. How to participate in respectful communication through "Talk" page discussions. Introduction (10 minutes) Welcome and Recap: Briefly review the previous lesson's key points about Wikipedia and its significance. Class Discussion Prompt: Why is collaborative editing important? How can respectful communication enhance collaboration on platforms like Wikipedia? Editing Basics Slide Presentation (10 minutes) Slide Deck: Present a slide deck on editing basics, covering topics like creating a Wikipedia account, finding and editing user pages, and understanding the sandbox.

Need to add Finding and editing user pages Sandbox

Individual Tasks (15 minutes) Activity 1: Account Creation (5 minutes): Guide students through the process of creating a Wikipedia account. Ensure they understand the importance of choosing a username and password. Activity 2: User Page and Sandbox (10 minutes): Instruct students to find and edit their user pages. Then, guide them in creating a test edit in their sandbox. Encourage creativity in their sandbox edits. Further user page, sandbox edits and talk page practice can be done as part of homework assignments. Understanding Mainspace and Draft Articles (5 minutes) Explain the differences between mainspace articles (live articles visible to the public) and draft articles (works in progress) or the sandbox (a personal testing space). Class Discussion Prompt: Why do you think there are separate spaces for draft articles and live articles? How might this benefit the editing process? Introduction to the "Talk" Page (3 minutes) Explain the concept of the "Talk" page, where editors discuss changes and improvements to articles. Class Discussion Prompt: Why is it important to have a designated space for discussing article changes? How can it help maintain the quality of Wikipedia articles? Group Activity: Mock "Talk" Page Discussion (10 minutes) Divide students into small groups. Provide a sample article and assign each group a specific improvement task (e.g., adding citations, rewriting a section). Instruct groups to discuss their proposed changes on a mock "Talk" page. Group Activity Prompt: Discuss and agree on the changes you would make to improve the assigned section. Practise respectful communication during the discussion. Conclusion and Homework Assignment (2 minutes) Emphasise the importance of respectful communication in collaborative editing. Assign homework: Each student should make one substantive edit to their sandbox and participate in a real "Talk" page discussion on a Wikipedia article of interest. They should reflect on their experience for discussion in the next class. Discussion Topic can be set by the instructor. Notes for the Facilitator: Encourage active participation and hands-on practice during individual tasks. The group activity provides a practical understanding of collaborative editing and communication on Wikipedia. Remind students to respect the guidelines and rules of Wikipedia while editing and discussing articles. Resource needed: Sign in page for the Students to Write down their usernames.

Lesson 4: Exploring the topic area Lesson 4: Exploring the Topic Area Lesson Outcome: Understand the criteria for a good standard Wikipedia article. Identify appropriate sources for research. Choose a suitable article for further development. Lesson Duration: 40 minutes Introduction (5 minutes): Let’s Recap the importance of understanding how Wikipedia works to learn how to research and write good articles for Wikipedia. Quick Discussion Prompts: What makes a good standard article on Wikipedia? What types of sources for information can we use? Discuss what makes a good standard article on Wikipedia: comprehensiveness, reliable sources, citations, and neutrality.

Recap (5 minutes):

Refresh some of the 5 Pillars:

Stay Neutral All Wikipedia articles (and other encyclopaedic content) must be written from a neutral point of view without bias. No personal views, no opinions. Rewrite articles that are clearly written with bias. Verifiability Verifiability means that people reading and editing the encyclopedia can check that information comes from a reliable source. Material and quotations must be attributed to a reliable, published source. Citations needed for every article - we’ll go through how to do this later!

“Verifiability, not truth”

Checkable Facts: Information must come from reliable sources & others should be able to verify it. No Personal Ideas: Can't add personal beliefs or experiences, stick to what's already published and proven. Balance and Neutrality: If sources disagree with each other, stay neutral & present all sides fairly, giving each perspective its fair share

“Verifiability, no original research, and neutral point of view are Wikipedia's core content policies. They work together to determine content, so editors should understand the key points of all three.”

See more on Verifiability on Wikipedia here: https://en.wikipedia.org/wiki/Wikipedia:Verifiability#Reliable_sources

What counts as a reliable source?

The work itself The article, book: "That book looks like a useful source for this article.") and works like it ("An obituary can be a useful biographical source", "A recent source is better than an old one")

The creator of the work The writer, journalist: "What do we know about that source's reputation?") and people like them ("A medical researcher is a better source than a journalist for..").

The publication

(for example, the newspaper, journal, magazine: "That source covers the arts.") and publications like them ("A newspaper is not a reliable source for medical facts").

The publisher of the work (for example, Cambridge University Press: "That source publishes reference works.") and publishers like them ("An academic publisher is a good source of reference works").

See More: https://en.wikipedia.org/wiki/Wikipedia:Verifiability#What_counts_as_a_reliable_source

Avoid Conflicts of interest! Transparency is key. Do not edit articles about yourself, your family or friends, your organisation, your clients, or your competitors. Question for the Class: Can you think of any conflicts of interest you might have?

Class Discussion (10 minutes):

(5 minutes)

Prompt: Where would you look for sources for your article? Encourage students to share their strategies and experiences in finding credible sources. Some ideas: School Library, Library in City, Town, County or Region, Local Museum, Newspapers, Online Sources, Local Archive

(5 minutes)

Prompt: What topic or person do you want to write about for your article? Some ideas: if students don’t have a specific woman they want to research, they can explore their own interests to find a notable woman Example 1: someone interested in soccer might choose to write about the regional or national women’s soccer team Example 2: someone interested in music might choose to write about a female music artist from the region Introduction to Tools (10 minutes): Introduce Gap Finder and explain how it helps identify missing articles in different language Wikipedias. https://recommend.wmflabs.org/ Demonstrate how to use categories to find missing articles, using the example of comparing English and Irish language Wikipedias for "20th-century Irish women artists."

Need to Link GapFinder Tutorial/resources here*

Group Activity (6 minutes): Divide students into small groups. Each group explores Gap Finder and Category searches to identify potential articles that need improvement or expansion. Groups discuss their findings and select one article they find promising for further development. Have you noticed an important article that is missing from Vicipéid?

Some Online Resources (3 minutes)

… For researching Irish histories and Biographies

Dictionary of Irish Biography https://www.dib.ie/ AINM (Beatháisnéisí) https://www.ainm.ie/ National Library of Ireland [NLI] Digital Collections: https://www.nli.ie/collections/our-collections/digital-collections Search Tool: http://sources.nli.ie/ Bibliography of Parliament in Ireland https://www.oireachtas.ie/en/visit-and-learn/centenaries/bibliography/ JSTOR (Journal Articles: Open & Free Content) https://about.jstor.org/oa-and-free/ Homework Activity: Students individually research the chosen article using the identified sources. Use of some the resources we identified earlier: libraries, online resources for biographies and histories. They evaluate the article's existing content, citations, and overall quality. Add some notes to your sandbox for the article to review in our next class. Encourage use of Sandbox to practise working in Wikipedia.

Note: Encourage students to think critically about the quality of the articles they choose, emphasising the importance of contributing valuable and accurate information to the Wikipedia platform. This lesson aims to empower students to make informed decisions about their chosen articles, laying the foundation for their upcoming research and writing activities.

Lesson 5: Research skills Lesson 5: Research Skills Lesson Outcome: Understand the importance of reliable sources in research. Distinguish between primary, secondary, and tertiary sources. Develop effective research techniques using online databases, libraries, and academic journals. Lesson Duration: 40 minutes Introduction (10 minutes): Welcome students and introduce the lesson topic. Prompt 1: "Why is it crucial to have reliable sources when writing about historical figures or events?" Discuss the significance of reliable sources in research and its impact on the quality of information.

Discussion Points that May Arise: Accuracy and Credibility: Reliable sources ensure the information is accurate and trustworthy. Without reliability, historical narratives may include inaccuracies or biased perspectives. Preserving Historical Integrity: Reliable sources contribute to preserving the integrity of historical records. Helps avoid the distortion or manipulation of facts over time. Building Trust in Information: Readers and researchers trust information backed by reliable sources. Enhances the credibility of historical accounts and the overall trustworthiness of the narrative. Avoiding Misinformation: Using unreliable sources can lead to the spread of misinformation. Reliable sources act as safeguards against the perpetuation of historical inaccuracies. Peer Review and Validation: Many reliable sources undergo a peer-review process. Peer-reviewed materials add an extra layer of validation to historical information. Ensuring Balanced Perspectives: Reliable sources contribute to a more comprehensive and balanced understanding of historical events. Multiple reputable sources provide a well-rounded view, reducing bias. Educational and Academic Standards: Academic and educational institutions uphold the use of reliable sources. Encourages adherence to rigorous standards, promoting a higher quality of research.

Class Discussion (10 minutes): Prompt 2: "What gaps have you noticed in the articles you've explored so far? How can these gaps be filled with accurate information?" Slide: Discuss the differences between primary, secondary, and tertiary sources. Provide examples to illustrate each type. Prompt 3: "Can you think of examples of primary sources related to notable women in history? How might these sources provide valuable insights?" Introduction to Research Techniques (10 minutes): Introduce effective research techniques, including using online databases, libraries, and academic journals. These can be adapted depending on resources available to the class Examples given in the slide deck can be adapted to suit each region Provide tips on conducting advanced searches and utilising keywords to find relevant information. Demonstrate each of these data bases as you look at the examples to show the students how to use them for their own research Highlight the importance of evaluating the credibility of online sources and using sources and databases that we know are reliable and maintained. Activity: Using the Resources - Guided Research Activity (15 minutes): Provide sample sources related to a notable woman from their region. In groups, students use the resources list to research a notable woman (this can be selected by the teacher or from the students from the list or from previously identified gaps in GapFinder Activity) Instruct students to access online databases, libraries, or academic journals to conduct guided research on a notable woman from their region. If this woman already has a page on Wikipedia, encourage the students to compare the information there to the information they find. Are the sources they use listed on the Wiki page? Encourage them to focus on finding primary sources or scholarly articles related to the chosen woman.

Give students 10 minutes to do this.

Circulate to assist students with their research queries and provide guidance on effective search strategies.

Bring the group back together for 5 minutes of discussion on what information they found.

Each group presents their analysis to the class, discussing the strengths and weaknesses of the sources. Conclusion (5 minutes): Recap the importance of reliable sources and the distinctions between primary, secondary, and tertiary sources. Emphasise the value of critical analysis when evaluating sources for research.

Homework task:

Each student should select / confirm the person they will be researching and writing their article on for the next lesson. They can begin to gather a list of resources, based on the list of sources and databases provided. Encourage them to use their sandbox when doing this and saving the information there to work on the project and familiarise themselves with Wiki. Note: Encourage active participation during the class discussion and group activities, fostering an environment where students can share their insights and learn from one another. This lesson aims to equip students with the skills to identify and use reliable sources effectively, ensuring the accuracy and depth of their contributions to the project. Lesson 6: Research standards (ethics)

Having done some initial research, now we add information and references. Lesson 6: Research Standards (Ethics) Lesson Outcome: Understand the importance of citations in Wikipedia articles. Recognize plagiarism and close paraphrasing, and apply proper paraphrasing and citing techniques. Learn to evaluate sources for relevance, credibility, bias, and recency. Lesson Duration: 40 minutes Introduction (10 minutes): Welcome students and recap the significance of citations in Wikipedia. What is Plagiarism? Introduce the concept of plagiarism: copying someone else's work without proper citation, deliberately or accidentally. Discuss the consequences of plagiarism and close paraphrasing in academic and professional contexts. Discuss why it is important to cite sources in your work? How does it contribute to the credibility of your research?" How to add a citation, steps. Demonstrate how to use the citation tool in Wikipedia.

Class Discussion (5-10 minutes): Discuss criteria for evaluating sources: relevance, credibility, bias, and recency.

What is…

Some definitions to help students understand.

Bias refers to an unfair inclination or prejudice that might favor one perspective over others. It's like telling a story from only one side without considering different viewpoints, which can affect the accuracy and neutrality of the information presented.

Integrity in writing means maintaining honesty and reliability in the information shared. It's like being truthful and making sure the facts are solid so that readers can trust what they find on Wikipedia.

Credibility in writing is all about making sure the information is trustworthy and believable. It's like having a strong reputation for providing accurate details, so readers can rely on what they find on Wikipedia.

Recency refers to how new or up-to-date information is. When using sources and citations, it's like making sure you're using the most current facts, just like checking the latest news for the most recent updates on a topic.

Prompt: "How can bias in sources impact the quality of an article? How can we ensure balanced perspectives?"

Introduction to Proper Paraphrasing and Citing (5 minutes): Go over steps for proper paraphrasing: understanding the source, putting it away, and then rephrasing in your own words. Highlight the importance of not directly translating content and making an effort to express ideas uniquely, especially when translating. Example of a paraphrased paragraph from DIB.ie

Activity: Paraphrasing and Citing Practice (5 minutes): Students practise paraphrasing a short passage from a source. The example should be relevant to the region and available sources for the students. They use the citation tool to add the paraphrased content to a Wikipedia article or their sandbox. Circulate to provide assistance and guidance during the activity. Conclusion (5 minutes): Recap the importance of proper paraphrasing, citing, and source evaluation. Reiterate the consequences of plagiarism and close paraphrasing.

Homework:

Pick one of the sources you have identified for your article and summarise it. Rephrase the information in Sandbox. Save the citation information.

Note: Encourage students to actively participate in the discussions and activities. Emphasise the importance of originality and balanced perspectives in their research. This lesson aims to instil ethical research practices and enhance students' ability to critically evaluate sources and integrate information effectively into their Wikipedia articles.

Lesson 7: Preparing for the Research trip

At this point you may wish to organise a research visit to a local library or museum so that students can experience hands-on research beyond Google!

link to this resources needed* Consult our GLAM guide for more tips on working with local cultural institutions in your area.

For this lesson the GLAM trip will have been planned ahead of time so the information on access, collections etc. of the chosen GLAM site will have been outlined by the facilitator. Parts of this lesson presentation will need to be adapted to the specific institute(s) you will be visiting as part of your class trip.

Lesson 7: Preparing for Your Research Trip Lesson Outcome: Prepare for hands-on research in a local GLAM (gallery, library, archive or museum) Develop research skills by finding 3-5 reliable sources related to their chosen subject. Lesson Duration: 40 minutes Introduction (10 minutes): Welcome students and introduce the upcoming research trip to a local GLAM. Discuss what the acronym GLAM stands for. Discuss the purpose of hands-on research and its advantages over online sources. Discuss the logistics of the research trip: date, time, transportation, and necessary materials (notebooks, pens, etc.). Recap Prompt: Which sources can we use for Wikipedia articles? Review the types of reliable sources which can be used for Wikipedia Articles and also the types of sources (primary/secondary/tertiary)

Planning the Research Trip (10 minutes): Discuss: What steps should we take to prepare for the trip? Outline the information to have before going to the chosen GLAM. Best Practice Behaviour for: Handling GLAM Materials Research Conduct Guidelines for effective note-taking during the trip, focusing on key details and source information. Hands-on Activity (15 minutes):: (10 minutes) In groups of 2-3 check the GLAM website to answer these questions. What types of collections are held there? (newspapers, photographs, diaries, etc.) Which sources there could help you to improve or add to your articles? Do you need to order items in advance for the trip? What facilities does the GLAM have? (computers for digitised collections, photocopying, printing etc.) (5 minutes) Each group should take some questions and discuss them as a class group.

Conclusion (5 minutes): Recap the importance of the research trip for their articles. Point to the student workbook support materials for notes, questions for their GLAM trip etc. Give opportunities for them to ask questions about the upcoming trip. Homework Activity: Homework Task: students conduct online research to identify potential sources related to their chosen subject. Emphasise the importance of finding 3-5 reliable sources, including books, newspapers, journal articles, and other publications that may be available at the GLAM.

Lesson 7.5: The Research Trip

Visit a local GLAM for a planned research trip to allow students to engage directly with researching their topic. Consult the GLAM guide for engaging with local GLAMs.

Homework Activity: Following the Research Trip, students may fill out the research Trip Report template in their workbooks, evaluating how it went, if they found it beneficial for their article, etc. Students should update their sandbox draft articles with any information they gathered during their research trip, this can be as simple as adding citations to information that was there already or by adding to the body of the article with more information. This should be completed before the next lesson.

Lesson 8: Building up the articles Going live and building quality articles.

It is important to remember that on Wikipedia we want quality not quantity! There is no word count, but we want everything we add to Wikipedia to be of the highest standard possible - anyone in the world could be reading what you’ve written!

More info on Info boxes: https://en.wikipedia.org/wiki/Help:Infobox

Lesson 8: Building Quality Wikipedia Articles Lesson Outcome: Understand the importance of quality over quantity in Wikipedia articles. Learn to enhance articles by adding images and Wikidata infoboxes. Develop the article sections: Origin, Childhood and Education, Career, Later Life and Death, Legacy, Works. [this is also built on it Lesson 9) Lesson Duration: 40 minutes Introduction (10 minutes): Welcome students and take 5 minutes for a class check-in to see how the students have progressed with their articles in Sandbox since the research trip. Students will be given some time during this lesson to further edit their Sandbox drafts. Discuss the importance of detailed sections in a biography article, providing a well-rounded understanding of the person. Prompts: How can we ensure that the articles are long or detailed enough? Are there any challenges that you have with this? Sometimes it will be a case that there is no further information available to add which is verified and in like with Wiki verifiability codes.

Infoboxes (10 minutes): Discuss the specific sections of a Wiki article and how they add to the detail of the overall biography. Slide on the slide deck with this. What are Adding an Infobox to Your Article What are Infoboxes? What should (and should not) go into an info box? How to Add an Infobox to Your Article Help Page for Info Boxes: https://en.wikipedia.org/wiki/Help:Infobox This guide will give you more information on infoboxes, how to design and edit them, as well as templates for you to use. How to Add an Image to Your Article.

Individual and Group Work Activities (15 minutes): Students work individually or in pairs to continue expanding their articles. Encourage students to look for images related to the person they are writing about and add them to the article - they can check WikiCommons first and if no image is found they can upload. Those who have not added a Wikidata infobox should work on incorporating this feature into their article. Circulate between students to provide guidance, assist with research challenges, and ensure proper formatting and citation. Group Discussion (5 minutes): Discuss any difficulties they encountered while expanding their articles. Encourage students to share strategies for overcoming challenges. Assign homework: Students continue working on their articles, ensuring all sections are detailed, well-cited, and enhanced with images and infoboxes where applicable. Note: Encourage students to be creative and resourceful in finding information for challenging sections. Emphasise the importance of verifying information's credibility before adding it to the article. This lesson aims to refine their articles, ensuring they meet high standards of quality and comprehensiveness.

Lesson 9: Updating Drafts and Peer Review Lesson 9: Updating Drafts and Peer Review Lesson Outcome: Apply structure to Wikipedia articles, including introduction, sections, references, and citations. Revise the importance of tone and neutrality in Wikipedia articles. Collaboratively write sections for the articles and peer review. Provide constructive feedback to peers to enhance the quality of their work. Lesson Duration: 40 minutes Introduction & Class Check-in (10 minutes): Welcome students and check in with how articles are progressing. Review the structure of good Wikipedia articles: introduction, sections, references, and citations, and the 5 pillars of Wikipedia (recap from lesson 2 and Wiki Essentials)

Article Structure (10 minutes): Discussion Prompt: "How can we ensure that the articles are written in a neutral tone and manner?” This is a good opportunity to revise any moods or tenses in the chosen language which would be appropriate to use in this type of objective or academic-style presentation of information. Structuring the Article: Discuss sample headings and templates provided in the student pack. Break down the components of a well-structured Wikipedia article, focusing on clear structure and style.

Collaborative Writing Activity (15 minutes): Divide students into small groups and instruct them to review each other’s draft articles. 10 Question Prompts included on the slide deck to help them review their peers' articles and give constructive feedback. Peer Review Discussion (5 minutes): After the activity, groups exchange their sections with another group. Each group reviews and provides feedback on the other group's section, focusing on the 10 questions asked. Instruct each pair/group to review and provide feedback on the other's sandbox article. Provide a structured feedback form covering accuracy, neutrality, references, originality, and structure. *needs to be created in student materials* Encourage constructive feedback and suggestions for improvement. Conclusion (5 minutes): Recap the key points about Wikipedia article structure, tone, neutrality, and avoiding original research. Discuss the importance of peer review and collaborative work in improving the quality of articles. Assign homework: Students revise and finalise their sections based on peer feedback and prepare for the next stage of publishing.

Lesson 10: Publishing to Wikipedia Lesson 10: Final Review and Publishing

Final grammar and language by teachers at this point. Lesson Outcome: Final Proof-reading. Process of moving an article from the sandbox to the live Wikipedia site. Lesson Duration: 40 minutes Introduction (10 minutes): Welcome students and emphasise the importance of reviewing their work before publication. Prompt: "What challenges have you faced while creating your articles? How do you think peer review can help you overcome these challenges?"

Review Activity (20 minutes): If your class cohort will be presenting their research/biography as part of an assessment, instruct the class to work on these while you (as the facilitator) review each article for any final spelling, grammar etc. ahead of students publishing their articles. Students who are still working on articles should continue this. Once reviewed Students can publish their articles. Publishing the Article (5 minutes): When the articles have been reviewed for the last time, the articles should be published. Step by Step guide on the slide deck.

Presentations (5 minutes):

This slide will give students Homework: Students who will be giving presentations should work on their presentations (slides, script etc.) for the next lesson if this is part of their class project assessment,

Lesson 11: Presentations (Optional) Lesson 11: Article Presentation and Reflection Note: There is no slide deck for this lesson as students will be presenting their own presentations/slides. Lesson Outcome: Provide students with an opportunity to present their articles and reflect on their Wikipedia editing experience. Encourage students to share their challenges, successes, and lessons learned from the project. Celebrate the students' achievements as emerging Wikipedians. Lesson Duration: 40 minutes Introduction: Welcome the class and outline the order for class presentations. Depending on the class size, this may need an extended class duration or to hold presentations over two lessons/classes. This can be adjusted as needed. Presentations, as per the last lesson, should be 3-5 minutes. Reflection and Celebration (at the end of the presentations): Reflect on the overall project and the growth of the students as contributors to Wikipedia. Celebrate the students' achievements and acknowledge their efforts in preserving women's history through their articles. Provide positive feedback and commendations to each student for their hard work and dedication. Recap the key points discussed during the presentations and class discussion. Emphasise the importance of their contributions to Wikipedia and the impact it can have on preserving women's history. Express appreciation for their efforts and encourage them to continue their journey as knowledge contributors. Note: This final lesson is a celebration of the students' achievements and provides a platform for them to share their experiences. Encourage a positive and supportive atmosphere during the presentations and discussions. Celebrate the students' growth as Wikipedians and their valuable contributions to the global knowledge base.

They are now a group of Wikipedians - time to celebrate!