# Wikipedia and Academic Libraries: A Global Project/Chapter 12

CHAPTER 12
BEYOND THE WIKIPEDIAN-IN-RESIDENCE, OR HOW TO KEEP THE FLAME BURNING
Silvia E. Gutiérrez De la Torre
1 El Colegio de México
Abstract
In 2017, the Biblioteca Daniel Cosío Villegas, an academic (and public) library in Mexico City, drafted the first grant-funded project in the region for training academic librarians in the Wikimedia universe. Drawing on my experience coordinating this project, this case study outlines suggestions for ensuring the continuity of Wikipedia and other Wikimedia endeavors in libraries. Before going in detail, I offer background data on Wikipedians-in-Residence (WIR) experiences around the globe, followed by the specific characteristics this position has had in different libraries. I then present a brief timeline of our project, an overview of our first “flame” (the #1Bib1Ref campaign), the ways we kept the “Wiki-flame” burning: leveraging our team’s strengths and collaborating, and some ideas on how to build your own “fireplace” through a minimal viable product approach, documentation, and feedback (where I share some thoughts on why Wikipedia may not even be the replace you were looking for, and that’s ok).
Keywords
Wikipedians-in-Residence, Open GLAM, Academic libraries.
Introduction
Spanish is the second most spoken mother tongue in the world with around 500 million Spanish speakers worldwide (González, 2020, p. 47; Instituto Cervantes, 2019, p. 6). Although a multilingual country, Mexico has the greatest number of native Spanish speakers, and it ranks among the top fifteen countries with the greatest number of Internet users (Instituto Cervantes, 2019, p. 50; Navarro, 2020). Yet, between 2009 and 2013, Spanish represented less than 7 percent of the global share of Wikipedia edits, and edits from Mexico represented only around one-tenth of the Spanish contributions (Zachte, 2013). This missing perspective in the world’s largest encyclopedia was one of the main drivers of our project—and who better to fill an information gap than librarians.
WIRs in Libraries: A Very Brief History of Previous Fires
The figures now available on the amount of Galleries, Libraries, Archives, and Museums (GLAM) that have collaborated to Wikimedia projects (Wikipedia, Wikidata, Wikimedia Commons, etc.,) seem to confirm that this partnership has been suitable for at least 100 libraries around the world (Gill, 2020). Moreover, there have been around forty Wikipedians-in-Residence (WIR) working in libraries, but who are they and what are they doing in our institutions?
A WIR oversees the integration of an open knowledge strategy that leverages the usage of Wikimedia projects into the work ows and practice of a library or other cultural institutions. This type of collaboration was first developed and tested in 2010 at the British Museum (BM). The experienced Australian Wikipedia editor Liam Wyatt (User:Wittylama) held the residency as a volunteer for five weeks and ran interesting initiatives like the £100 gift shop voucher prize for new featured article or the “one-on-one collaborations” in which Wikipedians got to work with BM curators on a particular topic, which also caught the eye of the media (see Cohen, 2010). Unfortunately, the story following this mythical genesis is not so easy to track. There is no official data on WIR positions. However, there ​are two sources that can help us reconstruct a timeline: a Wikidata query (WQ)$^1$ and a scrubbed version of the “Mapping GLAM-Wiki collaborations” (MGW) collaborative spreadsheet (Gutiérrez De la Torre, 2020a).$^2$
According to MGW, the earliest Wikimedia-library liaison was in 2011, ten years after Wikipedia was first launched (Shin, 2017). This liaison consisted in a Wikimedia Commons project conducted by the State Library of Queensland in Australia. The main objective was the donation of 50,000 public domain images and their metadata (ACULibrary, 2011). Months later, in December, Daniel Tsvi Framowitz became the first WIR in a library.$^3$ This position was held at the National Library of Israel, and the focus was directed toward improving Wikimedia’s coverage of the library’s collection. In addition to several national libraries that hired WIRs in Chile, North Macedonia, Scotland, Switzerland, Wales, and so on, university libraries also became a part of this collaborative endeavor starting from 2014 (see figure 1). Following WQ’s results, Rob Velella became the first WIR in an academic
Figure 1 A map of WIRs in libraries (2011–2020) according to the WQ data (see interactive version at Gutiérrez De la Torre, 2020c). ​library, when he joined Harvard University’s Houghton Library from May until December of 2014 (Garber, 2014; Velella, 2014). The Scientific Library of Lomonosov Moscow State University followed suit that September. Russian historian and publisher Mikhail Melnichenko became a resident in cooperation with the “Oral History Foundation” to load pictures, audio, and video materials about outstanding Soviet and Russian scientists (Число Российских Вики-Резидентов Удвоилось, 2014).
Library-based residencies’ activities could be summarized with the following five main activities:
* Writing pieces about their collections or improving Wikipedia citations utilizing the library’s collections (British Library Project Page, 2013; Harold B. Lee Library, 2020; Wikipedia Collaboration at the University of Alberta, 2020).
* Digitizing, uploading, and open-licensing of their media (Basel University Library, 2018; Wikiprojekt Biblioteki Narodowej, 2019; Университетска библиотека 2014, 2019).
* Improving their discoverability or metadata through Wikidata (National Wikimedian at the National Library of Wales, 2019).
* Creating training and event planning strategies and practices (The National Library of Scotland GLAM Project, 2020; ‘Wikipedia 101’ Series, 2020).
* Documenting successful cases and guides for their communities( /2019, 2020).
However successful these initiatives have been, they seem less common. If we take a look at a WIR timeline (see figure 2), depending on the source, one can see a peak around 2015 or 2016 and a steady decrease from 2017 onward.
While this could be due to a data capture problem, after parsing the mentions of WIRs in “This Month in GLAM” newsletter, a similar decline is observed after 2017 (see figure 3).
Figure 2 Approximate number of WIR mentions in libraries according to MGW and WQ.
Figure 3 Approximate number of WIR mentions in the “This Month in GLAM” newsletter. Bar plot showing the Wikipedian-in-Residence mentions in a GLAM newsletter.
​collaborations may be in the future, if the purpose of these collaborations is to leverage an organizations’ capacity to improve their strategy for open and public engagement (Stinson & Evans, 2018, p. 43), we should be thinking about an important face of sustainability: continuity. If WIRs continue to be short residencies, how can we keep these “little fires” burning? In the next section, I hope to show how we addressed this matter in the Biblioteca Daniel Cosío Villegas (BDCV), and thus share some of the many ways we can keep our “flames” alight.
The BDCV Experience
In March 2017, when the BDCV’s dean Micaela Chávez and I decided to apply for a Wikimedia grant to hire a WIR we knew there had been no other residencies in Spanish-speaking academic libraries, and we wanted to build a plan not to be the last.$^4$ The BDCV is the academic library of El Colegio de México in Mexico City, an institution of higher learning specializing in the humanities and social sciences. In March 2016 and August 2017, prior to the WIR experience, we had given Wikipedia workshops (Education/Countries/México . . ., 2019) and organized one edit-a-thon (Quiroa, 2017). These initiatives had started to catch the eye of other institutions (especially other libraries) and they wanted us to give workshops and share documentation. Unfortunately, our daily tasks left us almost no time to do anything else, and that is when the idea came to us: what if we applied for a Wikimedia grant that could help us bring together the tools we needed to help others build their own “fireplace”?
In June 2017, we got one of the seven Offline Outreach Wikimedia grants (Johnson & Jue, 2017). The next month, we launched the call searching for a WIR (Biblioteca Daniel Cosío Villegas, 2017), and by October we had found the perfect candidate: Aidee Murrieta, a library student at the National Autonomous University of Mexico, who came to the job interview with handouts for everyone and a clear timeline for the project. One year later, we were writing in our project’s final report about the more than 100 articles that were written in our events, the 600 plus references our team added, the more than 300 elements created in Wikidata, the 13 workshops we conducted, the 4 edit-a-thons we ​organized, and the 4 classes that integrated Wikipedia in their assignments (Gutiérrez De la Torre, 2017). In this section, I will try to dissect the actions that led us to get those little fires burning, but moreover, the steps to build our own hearth.
Starting the Fire: Our First Spark #1Bib1Ref The first step was to ensure that the Wiki project resonated with the BDCV librarians’ views and values. Murrieta and I decided to start with #1Bib1Ref, an Ibero-American initiative that seeks to motivate librarians to add references to Wikipedia and thus enhance the quality of one of the most visited websites in the world. We decided to make this our first task for two main reasons: it did not require much technical knowledge, and it offered the BDCV the opportunity to interact with a community that is close both linguistically and culturally. The aftermath of this event seemed to indicate this was the right starting point: it lay the foundations of our first library-to-library liaison (with the University of Guadalajara’s Library Network), the tutorials that Aidee Murrieta prepared for the campaign were featured in one of the most famous librarian blogs in our region (infotecarios.com), our “call for action” is one of the most viewed #1Bib1Ref videos in YouTube (¿Cómo Participar En La Campaña #1BIB1REF?, 2018), and our workshop was viewed more than 340 times.
Moreover, it was exciting to see how our own team made this project their own in a proactive and creative manner. For example, reference librarian Máximo Domínguez devised a strategy for our social networks using the 1Bib1Ref logo. In one month, Domínguez’s strategy got 139 likes and 72 retweets (Twitter Search, 2018). Another reference librarian, Tomás Bocanegra, printed out of his own pocket stickers for the team and volunteered to run a Facebook group to answer questions from other librarians who wanted to join the movement. This group has, to date (November 2020), sixty-two members (#1Bib1Ref, n.d.).
To sum up, there were three factors that helped us light this first fire: our library dean’s support by integrating this activity into the library’s annual plan; having someone in charge of planning, documenting, and creating liaisons (in this case it was Aidee Murrieta and myself, but ​other libraries could contact their local chapter or select people in their organization that could lead this initiative); and the right environment to let librarians creatively do what they do best: share.
Keeping the Fire Going: Leveraging Strengths and Collaborating From what we have seen, many edit-a-thons are initiated by institutional perspectives, which can be powerful if the institution holds a collection many are passionate about, or a community that usually engages with these types of events. Since our main purpose was to engage our own library community and ensure the continuity of the project, we thought of a different strategy: find a sweet spot between the strengths of our collection, the research areas at our university, and the expertise of our librarians. Following WIR Kelly Doyle’s idea, that Wikipedia can be an attractive outlet for research-based activism (Doyle, 2017), we came up with three edit-a-thon subjects: Haciendo y deshaciendo el género [gender issues], La lucha por la memoria [social movements], and De voz en voz [indigenous languages]. Each of them, led by librarians who built partnerships within El Colegio de México’s academic programs and other institutions. But more importantly, each one of them leveraged our teams’ strengths: Reference librarian, Camelia Romero—who is an expert in gender thesaurus (Romero Millán, 2017) and has cocreated a digital collection for the history of gender in Mexico (Cano & Romero Millán, 2020)—was in charge of the gender edit-a-thon. Among her activities, she was in charge of engaging the Gender Studies Program at El Colegio de México (COLMEX) and curating a selection of books and documents for the to-be-created articles.
Furthermore, this edit-a-thon would not have been possible without our collaborators: the Librosb4tipos Collective, which is devoted to disseminate the writings of woman authors; the Colegio de Etnólogos y Antropólogos Sociales A.C. (CEAS, College of Ethnologists and Social Anthropologists), which has a special task force devoted to feminist anthropology; and the Institute of Ecology of the National Autonomous University of Mexico, which has a science outreach program devoted to sharing the research of women scientists. Librosb4tipos’s donated Jane Austen books that ​were offered as a prize for participants (Librosb4tipos, 2019), and together with CEAS and the Institute of Ecology, we co-organized a rich round table with scientists, anthropologists, and sociologists to discuss gender, catholic feminism, feminist anthropology, and other fascinating subjects (see Mesa Redonda—Haciendo y Deshaciendo El Género, 2018).
Figure 4 Official poster for the indigenous languages at the BDCV (left) and press-printed poster by Ombligo del Libro. One poster with a digital image and information event; the other with press-printed letters.
In like manner, the indigenous languages edit-a-thon was organized by our university’s Center for Linguistics studies’ reference librarian Israel Escobar, whose doctoral research explored variations on contemporary Nahuatl writing (Escobar Farfán, 2019). Among other things, he was in charge of reactivating our institutional connections with the Summer Institute of Linguistics, the Nanginá Research and Intercultural Services Cabinet, and Mexico’s Wikimedia Chapter (see figure 4, left). Like in the previous example, this edit-a-thon would not have been the same without the community support provided by Mixtec activist Verónica Aguilar who partnered with the craft binder ​and printer Ombligo del Libro and donated a wonderful design and press-printed poster featuring the word “voice” translated into several indigenous languages (see gure 4, right).
The same can be said for the social movements edit-a-thon, for which reference librarian Máximo R. Domínguez created a collaboration with the Colegio Nacional de Bibliotecarios [National College of Librarians] and the Library Services Unit of the University of Guadalajara, in order to both organize a book and poster exhibition of the Mexican Movement of 1968 and print commemorative stickers and T-shirts for participants and reproductions of the aforementioned posters that were offered as gifts for contributors (Biblioteca Colmex, 2018). I would like to underline that strengths can also mean passions. For instance, every year since 2017, my colleague Tomás Bocanegra writes reviews about Queer culture books in our library’s blog Amontonamos las palabras (Bocanegra Esqueda, 2017). This year, in 2021, he will organize an edit-a-thon with different NGOs in Mexico City around this subject.
Building Fireplaces Keep your Fireplace Simple: The MVP Approach A minimum viable product (MVP) can be defined as “that version of a new product which allows a team to collect the maximum amount of validated learning about customers with the least effort” (Ries, 2011). e MVP is not a prototype but rather a functionable yet simple product that allows a development team to collect information about its creation using the least amount of time, money, and effort possible, in order to later have those resources to iterate new and better versions based on experience and not just hypotheses. In my department at the BDCV, Coordinación de Innovación Digital, one of our regular tasks is to provide innovative solutions. Innovation is risky. It is hard to know if a new idea will have the impact one hopes, especially since many factors tend to be at play (budget, community acceptance, technical difficulties, etc.). The MVP approach has been extremely useful in this framework, and the BDCV’s Wikimedia engagement’s continuity plan was no exception. Thus, for 2019 we integrated only two Wiki ​activities to our annual plan: participating in the #1Bib1Ref campaign and organizing one edit-a-thon. We wanted to test three aspects: evaluate the fitness of our human and material resources to fulfill these tasks without Murrieta’s assistance, the aptness of the documentation we had created with our WIR’s help, and get feedback from both our colleagues and the community for our next iteration.
Regarding the first aspect, we learned that not only our resources were sufficient but also that the liaisons forged during our WIR’s residency continued to enrich our assets. Additionally, we found out that if our goals were kept simple but also creative, we could achieve more with less. For instance, in the 2019 and 2020 iteration of #1Bib1Ref we set an “MVP” goal for our campaign (i.e. adding five citations per librarian) but also updated a collaborative spreadsheet of contributions with our weekly contributions. This was a great way of both ensuring an achievable goal and promoting a healthy competition. The result was that in 2020, two years after our first #1Bib1Ref training, BDCV librarians contributed one-quarter (n = 309) of the references of that year’s campaign (Gutiérrez De la Torre, 2020b). Since the second and the third aspect (documentation and feedback) are not directly related to the MVP approach, I will treat them in the following two sections.
Getting your Brequettes Ready: Documentation In all of our events, Murrieta was key in documenting three types of records: editable les for our recurrent events (publicity or bureaucratic procedures); checklists for crucial actions; and “how-to” tutorials (for instance, how to insert a manual reference in a Wikipedia article). As for the editable les, they can be summarized as follows:
* A folder in our institution’s shared storing space (SharePoint Teams) with all the materials we need. We established diﬀerent subfolders for each campaign, so, for instance, in the #1Bib1Ref folder we have the collaborative spreadsheet in which we register our #1Bib1Ref contributions.
* E-mail templates for the reminders we send every year before the campaign starts. ​
* A list of tools that the #1Bib1Ref coordinator can use to identify Wikipedia articles that are susceptible of improvement (PetScan, CitationHunt).
* Tutorials with the most important steps to ﬁnd articles that need citations and how to add them.
* Poster and social media image templates with the campaign’s logo.
* A curated Zotero collection in which we have a list of useful material in our collection that can be used as source for the edit-a-thons. This list is especially useful since it includes each materials’ call number and it makes them easier to retrieve (see ﬁgure 5).
This checklist was created after our first edit-a-thon, and it has been fine-tuned after each edit-a-thon (Murrieta et al., 2018). This tool, together with our manuals collection, has proven extremely useful in minimizing time needed for planning and assessing, and enabling the continuity of these type of events. e checklist contains every aspect of the event from how to book the snack room (which we use in our edit-a-thon breaks) to how to ask for dedicated Wi-Fi (which one may need if too many people attend your Wikipedia editing event).
Figure 5 Screenshot showing the Zotero curated list of bibliographic material for the gender edit-a-thon.
​Finally, a few remarks about our “how-to” tutorials. Murrieta and I created these based on recurrent questions we received during our workshops such as: how to start an account, how to add a reference, how to upload an image. Many of these skills were already available in video form (Wikimedia Argentina, 2017); however, during our edita-thons, some of our older participants expressed the need to have those instructions printed out or as a still image so that they could come back to them in a format they felt more comfortable with. Initially, in our grant’s plan proposal, we had thought about creating an offline publishing booklet with these materials (Gutiérrez De la Torre, 2017). However, given the richness of formats (webinars, slides, video tutorials, manuals, etc.) that had been created by the Spanish-speaking Wikimedia community, we thought about another strategy. Why not curate these resources (which had been shared with Creative Commons licenses) in an online digital collection? With a metadata librarian mindset and powered by an open-source content management system (Omeka), we launched Wikipedia y Bibliotecas (https://wikibibliotecas.colmex.mx/). Apart from the traditional metadata search options, developer Jaime Cisneros and I created several entry points for the collection: Keyword tag clouds, subject indexes, and collections organized by format (slide presentations, cheat sheets, webinars, or video tutorials). We also included a map of Wikibrarians. As the name suggests, this section includes an interactive map with the names and contact forms of librarians from Latin America who are already collaborating within the Wikimedia universe so that they can be reached by potential collaborators.
A Fireplace Guard: Feedback In May 2020, I conducted two in-depth, follow-up interviews with volunteer BDCV colleagues about the residency. In her interview, Claudia Escobar discussed her motives in joining the Wiki movement: one of these incentives was the fact that in our country there aren’t enough librarians$^5$ and participating in Wikipedia is a way of amplifying our work by sharing what we do (whether it is curated information as bibliographies, Wikipedia workshops to teach critical information ​literacy, or participating in #1Bib1Ref initiatives in order to make articles more reliable). Camelia Romero, however, raised some interesting issues regarding the lack of information about how Wikipedia readers actually read the information we create.$^6$ She also questioned the lack of a consistent criterion behind protected pages (Protection Policy, 2020) and pointed out a troubling pattern for accepted and rejected edits in gender-related articles: many gender-related articles are “protected pages” that cannot be edited. Romero suggested that we should analyze which type of edits are accepted and which ones are rejected to better guide edit-a-thon participants.
Finally, event participants raised interesting questions that provided a humbling perspective on Wikipedia as an open-access, public-knowledge project. Mixe activist Tajëëw B. Díaz Roble expressed that for some indigenous people who are dealing with invasive resource extraction companies and forced displacement of their communities, editing Wikipedia is not always a priority. As a librarian, we o en wish to use our privilege as a platform to write about these subjects. However, the “nothing about us without us” slogan has also made me rethink how Wikipedia, despite being a powerful tool to communicate to a part of the world—that part that has Internet access, technological devices, electricity, written knowledge culture, and proficiency in one of the Wikipedia Languages—well, it is just a part of the world. Moreover, even if people who belong to that part of the world can use Wikipedia, they may not necessarily want or need to communicate that way. In other words, to unlearn the unquestioned urgency (and illusion) of global impact. In November 2019, for example, the BDCV created a series of workshops for public libraries in Mexico City. One of them was about Wikipedia, and Claudia Escobar and I were in charge of it. We created a round of presentations where we asked participants to talk about their responsibilities in their library expecting to use those answers as a bridge between their activities and the Wikimedia Foundation’s mission: “to empower and engage people around the world to collect and develop educational content under a free license” (Wikimedia Foundation, 2018). But then the answers came: painting furniture and fixing the light were not uncommon activities. Later, in what ​became almost a cathartic session, we learned how some of the participants have to close their library earlier in the day during the winter months because they have no electricity—let alone computers or Internet. Yet, without electricity, computers, or Internet, these librarians “collect and develop educational content” and they are in their own right a “fireplace” around which so many children have found not only knowledge but also warmth. In sum, feedback sessions, both with colleagues and with participants, can help to create better events (i.e., adjusting workshops with gender-specific Wikipedia issues) and to identify strategies and tools relevant to the communities they will bring light to.
Final Remarks
As a student attending a state university in a country where all major bureaucratic, productive, and cultural units are around the capital city, Wikipedia changed the opportunities I had to access knowledge. For this reason, I have tried to give back to this amazing project and share the power I have had the privilege to cultivate. Working in an academic library, I have been able to fulfill this sense of purpose, thanks to the open hearts and minds of my university’s authorities and my colleagues who have supported and broadened the Wikipedia initiative in our library. More importantly, I have had the privilege to encounter others who fulfill this mission in other ways, and who have allowed me to understand the multiplicity of platforms from which we can reach the goal of open knowledge. I would like to finish this chapter with a photograph that illustrates these final thoughts (see figure 6). is photograph was uploaded to Wikimedia Commons during the Movimientos Sociales edit-a-thon. In it one can see people of different ages burning paper to illuminate the night of the 1968 protests in Mexico. I imagine some of them were using newspapers, others an old magazine. But that does not matter, because their faces are all lit. In a similar way, I believe it is less important which tools we choose to light up our “fires.” What matters is that if we understand librarianship as an opportunity to share the privilege of knowledge some of us have, ​as an opportunity to create safe spaces for conversations and facilitate access and discovery, we must build our “hearth.” We need it, because, as many have shouted with hope, “if we don’t burn together, who will light this darkness?”
Figure 6 Students holding hands and burning a newspaper during the demonstrations of the Student Movement in Mexico City, October 1968. Image donated by photographer Héctor Gallardo (CC-BY-4.0) during the Social Movements Edit-a-thon. A 1968 picture of people in a protest in Mexico City, some holding hands, some holding burning pieces of paper.
Notes
1 The Wikidata Query can be retrieved here: https://tinyurl.com/y3a68vmo. 2 For more information on how the data was cleaned as well as a complete file with the changes, please go to the released data in Zenodo (Gutiérrez De la Torre, 2020a). 3 This information can be found both in WQ and MGW. 4 Bear in mind that there have been other collaborations with libraries that have not been officially named as WIRs (i.e., Wikimedia Argentina, 2020) but have been declared as a WIR elsewhere (see Horvat, 2019).
​5 According to a 1995 study, from 1990 until 1992 only twenty-five librarians nationwide had defended their bachelor’s thesis (Brito et al., 2013, p. 154) 6 Until 2014, there was no literature focused on the readers of Wikipedia and other aspects of its readership (Okoli et al., 2014), although some studies have followed there has not been any studying the Mexican case.
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