[state_of_wikimedia_research_2015] / 20150717-wikimania_research.tex

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\title{Presentation Title}
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\author[Benj. Mako Hill]{\textbf{Benjamin Mako Hill}\\ makohill@uw.edu}

\institute[UW/Harvard]{\textbf{University of Washington}\\
  Department of Communication\\
  \emph{Assistant Professor}\\
  \hspace{1pt}\\
  \textbf{Harvard University}\\
  Berkman Center for Internet and Society\\
  \emph{Resident Fellow}}

\date{December 2, 1980}

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\begin{document}

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%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Introduction}
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

%% SLIDE: Title Slide
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      {\spaceskip 0.3em%
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        \selectfont {\bf \color{makopurple4} The State of Wikimedia\\
          Research: 2014-2015} \par}

      \vspace{1em}

      {\spaceskip 0.3em%
        \fontsize{2.0em}{2.1em}
        \selectfont {\bf \color{black} Benjamin Mako Hill\\
          Tilman Bayer\\
          Aaron Shaw\\
          Wikimania 2015, Mexico City\\
          July 17, 2015} \par}

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  \end{tikzpicture}

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  \note{I've been doing this for many years. I started in 2008 and
    have done this almost every single year since.

    This began as an excuse for me to make sure I was up to date on
    Wikimedia Research.}

\end{frame}

%% SLIDE: Anecdote from Wikimania 2008
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\renewcommand{\quotetxt}{``This talk will try to [provide] a quick
  tour – a literature review in the scholarly parlance – of the last
  year's academic landscape around Wikimedia and its projects geared
  at non-academic editors and readers. It will try to categorize,
  distill, and describe, from a birds eye view, the academic landscape
  as it is shaping up around
  our project.''\\
  \hfill – \e{From my Wikimania 2008 Submission}}

\begin{frame}

  {\smaller \quotetxt}

  \pause
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  \note<1>{Back in Wikimania 2008, I set out to run a session at
    Wikimania that would provide a comprehensive literature review of
    articles in Wikipedia published in the last year.

    \begin{quote}
      \quotetxt
    \end{quote}

    Then, about two weeks before Wikimania, I did the scholar search
    so I could build the literature.}

  \note<2->{I tried to import the whole list into Zotero and managed
    to get banned for abusing the Google Scholar because they thought
    that no human being could realistically consume the amount of
    material published on Wikipedia that year.

    So anyway, I had a 45 minute talk so it worked out to 3.45 seconds
    to per paper...

    And believe it or not, this year is even bigger.
 
    And my talk is even shorter.}

\end{frame}

%% SLIDE: Citations Per Year
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\begin{frame}

  \includegraphics[width=\textwidth]{figures/citations_by_year.pdf}

  \centering

  {\smaller \emph{Number of citation, per year, with the term
      “wikipedia” in the title.\\
      (Source: Google scholar results. Accessed: 2013-08-06)}}

  \note{Academics have written \e{a lot} of papers about
    Wikipedia. There are more than 500 papers published about
    Wikipedia each year and although we've reached and moved past a
    peak it seems, it's not slowing by much.}

\end{frame}

\begin{frame}

  \begin{itemize}
    \larger \larger
  \item \e{2968} Wikipedia-related publications in the Scopus database
    as of November 2013

  \item \e{191} recent publications reviewed or mentioned in the 12 issues
    of the Wikimedia Research Newsletter from July 2014 to June 2015.
  \end{itemize}

\end{frame}

%% SLIDE: My Scope Conditions
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\begin{frame}

  \includegraphics[width=\textwidth]{figures/multiple_issues.png}

  \larger \larger
  In selecting papers for this session, the goal is always to choose
  examples of work that:

  \begin{itemize}
  \larger \larger
  \item Represent \e{important themes} from Wikipedia in the last year.
  \item Research that is likely to be of \e{interest} to Wikimedians.
  \item Research by people who are \e{not at Wikimania}.
  \item \ldots with a bias towards \e{peer-reviewed} publications 
  \end{itemize}

  \note{This is my disclaimer slide...

  Within these goals, the selections are \e{incomplete}, and \e{wrong}.}
\end{frame}

%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Paper Summaries}
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

\begin{frame}
  \centertext{6em}{Wikipedia as a Source of Data}

  \note{Mako}
\end{frame}

\begin{frame}

  \frametitle{Wikipedia as a source of data}

  \larger \larger Ronen, S., Gonçalves, B., Hu, K. Z., Vespignani, A.,
  Pinker, S., \& Hidalgo, C. A. (2014). \e{Links that speak: The
    global language network and its association with global
    fame}. Proceedings of the National Academy of Sciences, 111(52),
  E5616—E5622. \href{http://doi.org/10.1073/pnas.1410931111}{doi:10.1073/pnas.1410931111}

\end{frame}

\begin{frame}
  \frametitle{How to measure the global influence of languages?}

  \larger \larger

  \e{Traditional} methods rely on:

  \begin{itemize}
    \larger \larger
  \item \e{Population} of speakers
  \item \e{Income} or political power of speakers
  \end{itemize}

  Paper presents \e{new network method} based on measuring
  \e{co-speakers} of languages in several data sources including
  Wikipedia.

\end{frame}

\begin{frame}
  \frametitle{Wikipedia as a source of data: Ronen et al.}

  \includegraphics[width=\textwidth]{figures/ronen_fig1.png}

  \note{Two languages are connected when users that edit an article in
    one Wikipedia language edition are significantly more likely to
    also edit an article in the edition of the other language.

    If an editor of Spanish is also likely to edit Galician, we'll
    call those languages connected.}
\end{frame}

\begin{frame}
  \frametitle{Wikipedia as a source of data: Ronen et al.}

  \includegraphics[width=\textwidth]{figures/ronen_people.png}

  \note{\begin{itemize}
    \item The number of people per language (born 1800–1950) with
      articles in at least 26 Wikipedia language editions as a
      function of their language’s eigenvector centrality.
    \item The bottom row shows the number of people per language (born
      1800–1950) listed in \emph{Human Accomplishment} (a book by
      Charles Murray) as a function of their language’s eigenvector
      centrality.
    \end{itemize}}
\end{frame}


\subsection{Community and Organization}

\begin{frame}
  \centertext{6em}{Community and Organization}

  \note{Mako}
\end{frame}

\begin{frame}

  \frametitle{Community and organization}

  \larger \larger Warncke-Wang, M., Ranjan, V., Terveen, L., \& Hecht,
  B. (2015). \e{Misalignment Between Supply and Demand of Quality Content
  in Peer Production Communities}. In Ninth International AAAI
  Conference on Web and Social Media (ICWSM).

  % Retrieved from \href{http://www.aaai.org/ocs/index.php/ICWSM/ICWSM15/paper/view/10591}{http://www.aaai.org/ocs/index.php/ICWSM/ICWSM15/paper/view/10591}

\end{frame}

\begin{frame}
  \frametitle{Community and organization: Warncke-Wang et al.}
  
  \larger \larger
  \e{Perfect Alignment Hypothesis (PAH)}: There is an exact match
  between the supply of high-quality content and the demand for it.

  \bigskip

  \includegraphics[width=\textwidth]{figures/warncke-english_confusion.pdf}

  \note{\e{Quality}: Stub, Start, C, B, Good Article, A, Featured Article
  
    \e{Popularity}: equivalently sized buckets}
\end{frame}

\begin{frame}
  \frametitle{Community and organization: Warncke-Wang et al.}

  Measure of the degree of misalignment can be used to build lists of
  categories that are relatively \e{``overproduced''} and
  \e{``underproduced''}:

  \bigskip

  \includegraphics[width=\textwidth]{figures/warncke-english_overunder.pdf}
\end{frame}

\subsection{Content Quality}

\begin{frame}
   \centertext{6em}{Content quality}

   \note{Tilman

     A decade after the landmark "Nature" study, there still aren't too
     many systematic evaluations of the accuracy of Wikipedia's content. 
     Health articles continue to receive scrutiny, though. With good 
     reason: Wikipedia is "the most frequently consulted online health 
     care resource globally" [NEJM article].}
\end{frame}

\begin{frame}
  
\frametitle{Quality of drug articles}

   \larger \larger
   Hwang et al., ``\e{Drug Safety in the Digital Age}.'' 
   N Engl J Med 2014; 370:2460-2462 June 26, 2014 
   \href{http://dx.doi.org/10.1056/NEJMp1401767}{doi: 10.1056/NEJMp1401767}.
   \bigskip
   
   Kräenbring et al., \e{Accuracy and completeness of drug 
   information in Wikipedia: a comparison with standard textbooks of 
   pharmacology}. PLoS One 9 (9): e106930. 
   \href{http://dx.doi.org/10.1371/journal.pone.0106930}
   {doi:10.1371/journal.pone.0106930}
   

   \note{Tilman
   
     We selected two papers that evaluated drug articles, with 
     different approaches. The first one is a short article in the 
     extremely prestigious NEJM.}
\end{frame}

\begin{frame}
  
\frametitle{Quality of drug articles: NEJM}

   \includegraphics[width=0.49\textwidth]{figures/Pradaxa_tweet_FDAMedWach.png}
   % from https://twitter.com/FDAMedWatch/status/281547908095041536
   % = first one in the list at http://www.nejm.org/doi/suppl/10.1056/NEJMp1401767/suppl_file/nejmp1401767_appendix.pdf
   \includegraphics[width=0.49\textwidth]{figures/Dabitragan_Contraindications_WP_FDA_warning}
  
   \tikz{\node [yshift=1.5cm,xshift=-0.4cm] at (current page.center) {\includegraphics[width=1.5cm]{figures/long-arrow-right.png}};}
   \begin{itemize}
     \larger \larger
     \item The US Food and Drug Administration (\e{FDA}) frequently 
     issues safety warnings about prescription drugs. How long does it 
     take until these are reflected on English Wikipedia?
     \item 41\% updated within two weeks (58\% for high-prevalent 
     diseases), but 36\% still unchanged after more than a year.
   \end{itemize}
   
   \note{Tilman
   
   Articles about drugs used to treat high-prevalent diseases (affecting 
   > 1 m Americans / year) were updated faster.\\ 
   But the result still caused concern.\\
   Authors find "there may be a benefit to enabling the FDA to update or 
   automatically feed new safety communications to Wikipedia pages, as 
   it does with WebMD". The paper raised awareness among WikiProject 
   Medicine editors, but there's no systematic updating mechanism yet.}


\end{frame}

\begin{frame}

\frametitle{Quality of drug articles: PLoS One}

  \begin{itemize}
   \larger \larger \larger
   \item Selected 100 drugs from German undergrad curriculum in pharmacology
   \item Extracted information from two standard textbooks
   \item "Accuracy of drug information in [German] Wikipedia was 99.7\%±0.2\% when compared to the textbook data." Similar results for English Wikipedia
   \end{itemize}

\end{frame}


\begin{frame}

\frametitle{Quality of drug articles: PLoS One}

  \begin{itemize}
   \larger \larger \larger
   \item Completeness (as compared to the textbooks):
   \begin{itemize} \larger \larger
     \item 83.8\% (of 224 statements) for German WP
     \item 87.2\% for English WP
   \end{itemize}   
   \item Completeness of contraindications information was 100\% in the En WP sample.
   \item English WP cited academic publications more often than German WP.
   \item Quality "significantly improved" in drug articles assessed 
        in a 2010 study.
   \end{itemize}

    \note{Tilman
    
       The majority of the missing information (62.5\%) on German WP 
       was judged non-relevant for undergrad students.
    
       The result on completeness of contraindications information is 
       somewhat in contrast with the NEJM study. Then again, the 
       textbooks were probably not perfectly up-to-date either.}
\end{frame}



\begin{frame}
   \centertext{6em}{Automation in Wikipedia}

   \note{Tilman
   
     Starting to see more practical applications of AI methods to editing.

     Bots have been writing Wikipedia articles ever since back in 2002, 
     User:Rambot covered US municipalities from US census data.
     
     Picked these two related papers for their somewhat unusual approach}
\end{frame}


\begin{frame}
  \frametitle{Automation in Wikipedia}

  \larger \larger
  Banerjee et al., \e{Playscript Classification and Automatic Wikipedia 
  Play Articles Generation}. 
  2014 22nd International Conference on Pattern Recognition (ICPR). 
  pp. 3630–3635. 
  \href{http://dx.doi.org/10.1109/ICPR.2014.624}
  {DOI:10.1109/ICPR.2014.624}
  \href{http://www.cse.unt.edu/~ccaragea/papers/icpr14.pdf}{Author's copy}

\end{frame}


\begin{frame}

\frametitle{Automation in Wikipedia: Bot-written theatre play articles}

  \begin{itemize}
   \larger \larger \larger
   \item Bot searches for playscripts and related documents on the web
     \bigskip
   \item Extract key information from them, e.g.
     \begin{itemize} \larger
      \item The play's main characters
      \item Relevant sentences from online synopses of the play
      \item Mentions in Google Books and Google News (as evidence that 
      the play satisfies Wikipedia's notability criteria)
      
      \end{itemize}
      
      \item Some heuristics to exclude non-encyclopedic sentences, e.g. 
       first person statements
      
   \end{itemize}

    \note{Tilman
    
           NB: Most article creation bots work from well-defined databases
           (e.g. species, census data, geographical databases). 
    
       This bots finds article topics and online references itself, 
       using an elaborate classifier algorithm to distinguish scripts 
       from non-scripts.}
\end{frame}

\begin{frame}
\frametitle{Automation in Wikipedia: Bot-written theatre play articles}

  \includegraphics[width=0.3\textwidth]{figures/Fourteen_submission.png}
  \begin{itemize}
   \larger \larger \larger
   \item 15 articles submitted at Articles for Creation. Two accepted 
   by Wikipedia editors. One of them without major changes.
   
      
   \end{itemize}

    \note{Tilman
    
    Editors were unaware the articles had been automatically generated.
    
    
    Related paper by some of the same authors:
  
    Banerjee et al., \e{WikiKreator: Improving Wikipedia Stubs 
    Automatically}. \href{https://siddbanpsu.github.io/publications/acl2015-banerjee-preprint.pdf}
    {preprint}, accepted paper at ACL2015
    
    Elaborate classifier method to find suitable web resources for 
    expanding stubs - but copying sentences wholesale from these into
    articles landed the bot (User:MightyPepper) in a \href{https://en.wikipedia.org/wiki/Wikipedia:Contributor_copyright_investigations/Archive#2015}{contributor copyright investigation}\ldots
    }
\end{frame}




%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\subsection{Gender on Wikipedia}
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

\begin{frame}
   \centertext{6em}{Gender Beyond the Gap}
  

   \note{Aaron:

     Research focused on understanding gender dynamics in Wikipedia
     and their impact is another area of research that has continued
     to expand this year. A number of high quality papers came out,
     several of which analyzed how gender figures in the content of
     the encyclopedias.
     }
 \end{frame}

 \begin{frame}
   \frametitle{It's a Man's Wikipedia?}
   \larger \larger Wagner, Claudia; David Garcia; Mohsen Jadidi; and Markus
Strohmaier. 2015. \href{https://www.aaai.org/ocs/index.php/ICWSM/ICWSM15/paper/view/10585}{``\e{It's a Man's Wikipedia? Assessing
  Gender Inequality in an Online Encyclopedia}.''} Ninth International
AAAI Conference on Web and Social Media (ICWSM).

 \end{frame}

 \begin{frame}

   \frametitle{It's a Man's Wikipedia: Motivation}

   \begin{itemize}
     \larger \larger \larger
   \item We know there's a gender gap.
   \item Need for more multidimensional analysis of \e{how gender is
     represented in content of articles across Wikipedias}.
   \end{itemize}

   \note{
}
 \end{frame}

 \begin{frame}

   \frametitle{It's a Man's Wikipedia: Methods}

   \begin{itemize}
   \larger \larger \larger
   \item Use data from three sources (Freebase, ``Human
     Accomplishment,'' and Pantheon) as baselines for comparison with
     six Wikipedias (EN, ES, DE, FR, IT, RU).
   \item Examine multiple potential forms of bias: coverage,
     structure, lexical characteristics, visibility. 
   \end{itemize}

 \end{frame}

 \begin{frame}
   \frametitle{It's a Man's Wikipedia: Results}

   \centering
   \visible<2->{
   \includegraphics[width=\textwidth]{figures/mans_wikipedia_fig.pdf}
   }
 \note{
   \e{Some key findings:}
   \begin{itemize}
   \larger \larger
 \item 1: Coverage of women (\# articles, length) in WPs is generally
   better than other sources.
 \item 2: Articles about women tend to be less centrally connected in
   the network of articles than articles about men (Smurfette!)
 \item 3: (\e{viz}) Content of articles about women uses different words
   than those about men. Much higher incidence of language related to
   family, gender, and relationships.
   \end{itemize}
}
 \end{frame}

%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\subsection{Using Wikipedia in Education} % TODO Fix title
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

\begin{frame}
   \centertext{6em}{Adopting Wikipedia as a Teaching Tool}
  
   \note{Aaron:

     Research focused on understanding how Wikipedia and related
     resources are adopted for classroom teaching. Growing area of
     work, still somewhat preliminary findings. Nonetheless, some of
     the papers in this domain make for entertaining reading...
     }
 \end{frame}

 \begin{frame}
   \frametitle{WP and the Wisdom of Crowds}

   \larger \larger Barnhisel, Greg and Marcia
   Rapchak. 2014. \href{http://ur1.ca/n5919}{``\e{Wikipedia and the Wisdom of Crowds: A Student
     Project}.''} Communications in Information Literacy 8(1):
   145-159. doi:10.7548/cil.v8i1.249.
\end{frame}


\begin{frame}
   \frametitle{WP and the Wisdom of Crowds: Motivation}
   \begin{itemize}
     \larger \larger
   \item Students use Wikipedia uncritically. Don't understand how low
     quality much of the information may be or how it may be
     manipulated.
   \item Professor (author) believes that WP is full of dubious
     information. Wants to unmask that for his students.
   \item Through more in-depth exposure, students may understand the
     limitations of collaborative, open systems of knowledge production.
   \end{itemize}
\end{frame}


\begin{frame}
   \frametitle{WP and the Wisdom of Crowds: Methods}

   \begin{itemize}
     \larger \larger
   \item Require a Senior (college) composition class to work on
     editing WP articles (together and individually) throughout the
     semester. 
   \item Incorporate assignments to help students learn about the
     history of WP as well as how to use it.
   \item Require students to reflect on their experiences in writing.
   \item Require students to analyze the pros/cons of open
     collaborative writing in their final projects.
   \end{itemize}

\note{ 
  This is all sort of fabulously in-line with exactly what the WikiEd
  Foundation recommends instructors do (!).
}
\end{frame}


\begin{frame}
   \frametitle{WP and the Wisdom of Crowds: Results}

\centering
\begin{quote}
  \e{Both sources [crowds and experts] have different merits... My
    life experience since class pulls me in favor of the wisdom of the
    crowd. In my recent studies, I have found that I can learn much
    more from a group of my peers than from a single expert.\\ \hfill
    --- Student 1}
\end{quote}

\note{ Not exactly what the instructor expected. Essentially, both he
  and the students came away with much more nuanced, and positive,
  views of the relative merits, possibilities, and limitations of open
  collaborative knowledge production. A happy ending :) }
\end{frame}
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%



%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Conclusion}
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%

\subsection{Meta-Analyses}

\begin{frame}

  \frametitle{Meta-Analyses}

  \begin{itemize}

    \larger \larger
  \item Mesgari, Mostafa and Okoli, Chitu and Mehdi, Mohamad and Nielsen, Finn Årup and Lanamäki, Arto. 2014. \href{http://spectrum.library.concordia.ca/978652/}{``The sum of all human knowledge": A systematic review of scholarly research on the content of Wikipedia''}. Journal of the Association for Information Science and Technology. 

  \item Miquel-Ribé,
    Marc. 2015. \href{https://www.aaai.org/ocs/index.php/ICWSM/ICWSM15/paper/view/10645}{``User
      Engagement on Wikipedia, A Review of Studies of Readers and
      Editors.''} Ninth International AAAI Conference on Web and
    Social Media (ICWSM).

  \end{itemize}

\end{frame}

%% SLIDE: Other Resources
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\begin{frame}{More Resources}

  \begin{itemize}
    \larger \larger
  \item \e{Wikimedia Research Newsletter} [[:meta:Research:Newsletter]] / @WikiResearch
  \item \e{WikiSym/OpenSym} (This August in San Francisco!)
  \item \e{WikiPapers Repository} [http://wikipapers.referata.com]
  \item \e{Much More}
  \end{itemize}

  {\centering 
    \includegraphics[width=0.25\textwidth]{figures/Wikimedia_Research_Newsletter_Logo.png}

  }

  \note{Those are my six exemplary studies from the past year. 

    There has been just tons and tons of work in this area. Trying to
    talk about this in 20 minutes strikes me as increasingly crazy
    every year I try to do it.

    The most important source, now going for a couple years, is the
    Wikimedia Research Newsletter which is published monthly in the (English)
    Signpost and syndicated on the Wikimedia Research.

    But there are other resources as well. And I encourage you to get
    involved.}

\end{frame}


\end{document}


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