La scrittura su Wikipedia come strumento didattico/Bibliografia
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Questo testo è stato riletto e controllato. | |
| ◄ | Glossario |
Auerbach D. (2014), Encyclopedia Frown, in Slate, 11/12/2014; https://slate.com/technology/2014/12/wikipedia-editing-disputes-the-crowdsourced-encyclopedia-has-become-a-rancorous-sexist-mess.html
Benjakob O., Aviram R. (2018), A Clockwork Wikipedia: From a Broad Perspective to a Case Study, in Journal of biological rhythms 33 (3), 233-244; https://doi.org/10.1177/0748730418768120
Bould M.D., Hladkowicz E.S., Pigford A.E., Ufholz L., Postonogova T., Shin E. et al. (2014) References that anyone can edit: review of Wikipedia citations in peer reviewed health science literature, in British Medical Journal, 2014, 348; https://doi.org/10.1136/bmj.g1585
Casebourne I., Davies C., Fernandes M., Norman N. (2012), Assessing the accuracy and quality of Wikipedia entries compared to popular online encyclopaedias: a comparative preliminary study across disciplines in English, Spanish and Arabic. Brighton, Epic; http://commons.wikimedia.org/wiki/File:EPIC_Oxford_report.pdf
Catalani L. (2017), I progetti Wikimedia per l’apprendimento delle competenze informative e digitali in biblioteca, la scuola, nelle università, in AIB Studi, 57(2), 253-256; https://doi.org/10.2426/ aibstudi-11654
Catalani L. (2020), Come educare al sapere libero nella biblioteca scolastica, Editrice Bibliografica, 2020; ISBN 978-88-9357-126-5
Catalani L. (2021), La tecnologia wiki come spazio per il dialogo operativo tra filosofia e informatica, in Quaderni di «Filosofia», 2021, 47-57; http://mimesisbooks.com/index.php/mim/catalog/book/10
Chesney, T. (2006), An empirical examination of Wikipedia’s credibility, in First Monday, 11(11); https://doi.org/10.5210/fm.v11i11.1413
Chiang C.D., Lewis C.L., Wright M.D., Agapova S., Akers B., Azad T.D., Banerjee K., Carrera P., Chen A., Chen J., et al. (2012), Learning chronobiology by improving Wikipedia, in Journal of biological rhythms, 27(4), 333–336; https://doi.org/10.1177/0748730412449578
Chandler C., Gregory A. (2010), Sleeping with the Enemy: Wikipedia in the College Classroom, in The History Teacher, 43(2), 247– 57; http://www.jstor.org/stable/40543290
Cornoldi C., Meneghetti C., Moè A., Zamperlin C. (2018), Processi cognitivi, motivazione apprendimento, il Mulino, 2018, ISBN 978-88-15-27898-2
Fessakis G., Zoumpatianou M. (2012), Wikipedia uses in learning design: A literature review, in Themes in Science & Technology Education, 5(1/2), 97-106; https://files.eric.ed.gov/fulltext/ EJ1131055.pdf
Fister B. (2016), The Woes of Wikipedia, in Inside Higher Ed, 2016, https://www.insidehighered.com/blogs/library-babel-fish/woes-wikipedia
Forte A., Bruckman A. (2005), Why Do People Write for Wikipedia? Incentives to Contribute to Open-Content Publishing, working paper; http://andreaforte.net/ForteBruckmanWhyPeopleWrite.pdf
Fulton C. (2019), The use of collaborative open-access publishing via Wikipedia in university education to embed digital citizenship skills, in Netcom, 33(1/2); http://journals.openedition.org/ netcom/3893, https://doi.org/10.4000/netcom.3893
Gallo V., Petrucco C. (eds.) (2020), Wikipedia in Academia, Padova University Press; ISBN 978-88-6938-198-0; http://www.padovauniversitypress.it/system/files/attachments_field/9788869381980.pdf
Giles J. (2005), Internet encyclopaedias go head to head, in Nature 438, 900–901; https://doi.org/10.1038/438900a
Greenstein, S., & Zhu, F. (2012), Is Wikipedia Biased? in The American Economic Review, 102(3), 343-348; http://www.jstor.org/stable/23245554
Hofmann S. (2016), Wikipedia in teaching: improving autonomy in research, critical sense, and collaborative abilities in students, making them contribute to the free encyclopedia, Final Thesis in Master’s Degree programme in Language Sciences – Language Teaching, Venezia, 2016; http://hdl.handle.net/10579/8107
Jemielniak D. (2014), Common Knowledge? An Ethnography of Wikipedia, Stanford University Press, 2014; ISBN: 9780804797238
Jemielniak D. (2016), Breaking the glass ceiling on Wikipedia, in Feminist Review, 113(1), 103-108; https://doi.org/10.1057%2Ffr.2016.9
Jemielniak D., Aibar E. (2016), Bridging the Gap Between Wikipedia and Academia, in Journal of the association for information science and technology, 67(7), 1773-1776; https://doi.org/10.1002/asi.23691
Kleefeld J., Rattray K. (2016), Write a Wikipedia Article for Law School Credit—Really?, in Journal of Legal Education, 65(3), 597621; http://www.jstor.org/stable/26177046
Konieczny P. (2012), Wikis and Wikipedia as a teaching tool: Five years later, in First Monday, 17(9); https://doi.org/10.5210/fm.v0i0.3583
Konieczny P. (2014), Rethinking wikipedia for the classroom, in Contexts, 13(1), 80-83; https://doi.org/10.1177%2F1536504214522017
Konieczny P. (2016), Teaching with Wikipedia in a 21 st -Century Classroom: Perceptions of Wikipedia and Its Educational Benefits, in Journal of the association for information science and and technology, 67(7), 1523-1534; https://doi.org/10.1002/asi.23616
Konieczny P. (2020), From Adversaries to Allies? The Uneasy Relationship between Experts and the Wikipedia Community, in She Ji: The Journal of Design, Economics, and Innovation, 7(2), 151-170; https://doi.org/10.1016/j.sheji.2020.12.003
Kousha K., Thelwall M. (2017), Are Wikipedia Citations Important Evidence of the Impact of Scholarly Articles and Books?, in Journal of the association for information science and and technology, 68(3), 762-779, 2017; https://doi.org/10.1002/asi.23694
Leitch T. (2014), Wikipedia U: Knowledge, Authority and Liberal Education in the Digital Age,The Johns Hopkins University Press, 2014; ISBN 9781421415352
Lih A. (2009), The Wikipedia Revolution, Aurum Press, 2009; ISBN 9781845135164
Martin B. (2018), Persistent Bias on Wikipedia: Methods and Responses, in Social Science Computer Review, 36(3), 379-388; https://doi.org/10.1177/0894439317715434
Marzocco V., Zullo S., Casadei T. (2019), La didattica del diritto, Pacini Giuridica, 2019; ISBN 978-88-3379-085-5
Masukume G. (2020), Why and how medical schools, peer-reviewed journals, and research funders should promote Wikipedia editing, in Studies in Higher Education, 45(5), 984-989; https://doi.org/10.1080/03075079.2020.1749796
Menking A., Rosenberg J. (2021), WP:NOT, WP:NPOV, and Other Stories Wikipedia Tells Us: A Feminist Critique of Wikipedia’s Epistemology, in Science, Technology, & Human Values, 46(3), 455-479; https://doi.org/10.1177%2F0162243920924783
Mesgari M., Okoli C., Mehdi M., Nielsen F., Lanamäki A. (2015), “The Sum of All Human Knowledge”: A Systematic Review of Scholarly Research on the Content of Wikipedia, in Journal of the association for information science and and technology, 66(2), 219-245; https://doi.org/10.1002/asi.23172
Nelson R., Jacobs H. (2017), History, Play, and the Public: Wikipedia in the University Classroom, in The History Teacher, 50(4), 483-500; https://www.jstor.org/stable/44507270
Noveck B. S. (2007), Wikipedia and the Future of Legal Education, in Journal of Legal Education, 57(1), 3-9.
Okoli, C., Mehdi, M., Mesgari, M., Nielsen, F.Å. and Lanamäki, A. (2014), Wikipedia in the Eyes of Its Beholders, in Journal of the association for information science and and technology, 65, 23812403; https://doi.org/10.1002/asi.23162
O’Neil M. (2009), Cyberchiefs: Autonomy and Authority in Online Tribes. Pluto Press, 2009; https://doi.org/10.2307/j.ctt183pc3c
O’Neil M. (2011), The Sociology of Critique in Wikipedia. http://peerproduction.net/wp-content/uploads/2012/07/CSPP_Original-draft_ONeil.pdf
Orlowitz J. (2018), The Wikipedia Library: la più grande enciclopedia ha bisogno di una biblioteca digitale e noi la stiamo costruendo, in JLIS.it, 9(3); https://dialnet.unirioja.es/servlet/articulo?
Penney J.W. (2016), Chilling Effects: Online Surveillance and Wikipedia Use, in Berkeley Technology Law Journal, 31(1), 117-182; https://lawcat.berkeley.edu/record/1127413
Petrucco C., Campion M. (2010), Potenzialità di Wikipedia nella didattica: esperienze di costruzione sociale e situata della conoscenza, in Andronico A., Labella A., Patini A. (eds.), Didamatica, 2010 – ISBN 978-88-901620-7-7; http://didamatica2010.di.
Petrucco C. (2016), Wikipedia come attività di empowerment personale e sociale: le percezioni di studenti ed insegnanti nel progetto “Veneto in Wikipedia”, in TD Tecnologie Didattiche, 24(2), 102110; https://www.academia.edu/28264185/Wikipedia_come_attivit%C3%A0_di_empowerment_personale_e_sociale_di_studenti_e_insegnanti_nel_progetto_Veneto_in_Wikipedia_
Petrucco C., Ferranti C. (2020), Wikipedia as OER: the “Learning with Wikipedia” project, in Journal of e-learning and knowledge society, 16(4), 38-45; https://doi.org/10.20368/19718829/1135322
Picot-Clémente R., Bothorel C., Jullien N. (2015), Social Interactions vs Revisions, What is important for Promotion in Wikipedia?, in ASONAM 2015: IEEE/ACM International Conference on Advances in Social Networks Analysis and Mining, Aug 2015, 888-893; http://dx.doi.org/10.2139/ssrn.2546234
Purdy J. (2009), When the Tenets of Composition Go Public: A Study of Writing in Wikipedia, in College Composition and Communication, 61(2), 351-373;
Reutner U. (2014), L’enciclopedia digitale Wikipedia. Linee di analisi interculturale e intermediale, in Garavelli E., Suomela-Härmä E., Dal manoscritto al web: canali e modalità di trasmissione dell’italiano. Tecniche, materiali e usi nella storia della lingua, Franco Cesati, 2014; ISBN 978-88-7667-472-3
Roncaglia G. (2020), L’età della frammentazione. Cultura del libro e scuola digitale, Laterza, 2020; ISBN: 978-88-581-4216-5
Royal C., Kapila D. (2009), What’ s on Wikipedia, and What’ s Not…?, in Social Science Computer Review, 27(1), 138-148; https://
Rubira R., Gil-Egui G. (2019), Wikipedia as a space for discursive constructions of globalization, in the International Communication Gazette, 81(1) 3-19; https://doi.org/10.1177%2F1748048517736415
Samoilenko A., Taha Yasseri T. (2014), The distorted mirror of Wikipedia: a quantitative analysis of Wikipedia coverage of academics, in EPJ Data Science, 3(1); http://www.epjdatascience.com/ content/3/1/1
Sahut G, Tricot A. (2017), Wikipedia: an opportunity to rethink the links between sources’ credibility, trust and authority, in First monday, 22(11); https://firstmonday.org/ojs/index.php/fm/article/view/
Tavosanis M. (2020), L’italiano di Wikipedia e la didattica della scrittura, in Lingue e cultura dei media, 4(1), https://doi.org/10.13130/2532-1803/14060
Thompson N., Hanley D. (2017), Science Is Shaped by Wikipedia: Evidence From a Randomized Control Trial, MIT Sloan Research Paper No. 5238-17, MIT Computer Science and Artificial Intelligence Lab (CSAIL); MIT Initiative on the Digital Economy, in https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505
Teplitskiy M., Lu G., Duede E. (2017), Amplifying the impact of open access: Wikipedia and the diffusion of science, in Journal of the Association for Information Science and Technology, 68, 2116 2127; https://asistdl.onlinelibrary.wiley.com/doi/full/10.1002/asi.23687
Townsend S., Osmond G., & Phillips M. (2015), Wicked Wikipedia? Communities of Practice, the Production of Knowledge and Australian Sport History, in The International Journal of the History of Sport, 30(5), 545-559; https://doi.org/10.1080/09523367.2013.767239
Tkacz N. (2015), Wikipedia and the Politics of Openness, University of Chicago Press, 2015; ISBN 978-0-226-19227-7
Torre E. (2014), Dalla progettazione alla valutazione, Carocci, 2014; ISBN 978-88-7466-709-3
Virtue A. (2017), Wikipedia as a Pedagogical Tool: Complicating
Writing in the Technical Writing Classroom, in WikiStudies. 1;
https://wikistudies.org/index.php?journal=wikistudies&page=
Wikipedia Education Program, The Syllabus: A 12-Week Assignment to Write a Wikipedia, https://upload.wikimedia.org/wikipedia/commons/e/ef/Sample_Syllabus_for_Wikipedia_assignment.pdf
Wikipedia Education Program, Case Studies: How professors are teaching with Wikipedia, https://upload.wikimedia.org/wikipedia/commons/0/03/Wikipedia_Education_Program_Case_Studies.pdf
Wikipedia Education Program, Instructor Basics: How to use Wikipedia as a teaching tool, https://upload.wikimedia.org/wikipedia/commons/9/92/Instructor_Basics_How_to_Use_Wikipedia_as_a_Teaching_Tool.pdf
- Lih (2009). Il testo di Lih, deformalizzato e divertente, racconta bene lo spirito degli anni eroici della nascita del progetto Wikipedia: aiuta a capire il background che sta dietro il gruppo di fondatori e alcune delle scelte che sono state compiute diversi anni or sono e che condizionano tuttora il progetto.
- Jemielniak (2014). Jemielniak è un insider di Wikipedia, perché ha salito la gerarchia sino ad essere uno steward del progetto, inoltre è un sociologo accademico e in questo volume offre uno sguardo affezionato, ma lucido, alle principali dinamiche che ci si devono attendere su Wikipedia.
- Leitch (2014). È inutile fare della agiografia di Wikipedia: Wikipedia dimostra tutta una serie di deficit epistemologici e sociali che è bene conoscere, per poter operare correttamente. Leicht analizza questi profili critici in una riflessione asciutta e puntuale. Per un’analisi di questi deficit, invece apertamente di parte, pendente verso la promozione di Wikipedia: Konieczny (2020).
- Aa.Vv., Fare didattica con i progetti Wikimedia, in Bricks, 2017, n. 4. http://www.rivistabricks.it/2017/12/19/n-4-2017-faredidattica-con-i-progetti-wikimedia/. Si tratta di un numero monografico della Rivista Bricks, che riporta una vasta gamma di esperimenti didattici, focalizzati principalmente sulle scuole secondarie; variegata la pluralità dei punti di vista e delle sensibilità raccolte.
- Gallo e Petrucco (2020). La più recente raccolta di saggi pubblicata in Italia e dedicata alle esperienze nell’uso di Wikipedia in ambito universitario.
- Catalani (2020). Catalani ha una lunga esperienza come formatore e insegnante, come bibliotecario e all’interno di WMI. Con questa agile guida, offre una visione a 360° delle possibilità didattiche di tutti gli strumenti compresi nel progetto Wikimedia.
- Konieczny (2012) e Virtue A. (2017). Konieczny è stato uno dei primi ad occuparsi analiticamente della strutturazione delle attività didattiche con Wikipedia: il suo studio del 2012 costituisce una delle letture basilari per la didattica wikipediana. Lo studio di Virtue scompone in poche lineari fasi un’attività inserita in un corso di scrittura, con alcune variazioni facili da applicare.