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When the online, anyone-can-edit Wikipedia appeared in 2001, teachers, especially college professors, were appalled. The Internet was already an apparently limitless source of nonsense for their students to eagerly consume -- now there was a Web site with the appearance of legitimacy and a dead-easy interface that would complete the seduction until all sense of fact, fiction, myth and propaganda blended into a popular culture of pseudointelligence masking the basest ignorance. An Inside Higher Ed article just last year on Wikipedia use in the academy drew a huge and passionate response, much of it negative.

Now the English version of Wikipedia has over 2 million articles, and it has been translated into over 250 languages. It has become so massive that you can type virtually any noun into a search engine and the first link will be to a Wikipedia page. After seven years and this exponential growth, Wikipedia can still be edited by anyone at any time. A generation of students was warned away from this information siren, but we know as professors that it is the first place they go to start a research project, look up an unfamiliar term from lecture, or find something disturbing to ask about during the next lecture. In fact, we learned too that Wikipedia is indeed the most convenient repository of information ever invented, and we go there often -- if a bit covertly -- to get a few questions answered. Its accuracy, at least for science articles, is actually as high as the revered Encyclopedia Britannica, as shown by a test published in the journal Nature.

It is time for the academic world to recognize Wikipedia for what it has become: a global library open to anyone with an Internet connection and a pressing curiosity. The vision of its founders, Jimmy Wales and Larry Sanger, has become reality, and the librarians were right: the world has not been the same since. If the Web is the greatest information delivery device ever, and Wikipedia is the largest coherent store of information and ideas, then we as teachers and scholars should have been on this train years ago for the benefit of our students, our professions, and that mystical pool of human knowledge.

What Wikipedia too often lacks is academic authority, or at least the perception of it. Most of its thousands of editors are anonymous, sometimes known only by an IP address or a cryptic username. Every article has a "talk" page for discussions of content, bias, and organization. "Revert" wars can rage out of control as one faction battles another over a few words in an article. Sometimes administrators have to step in and lock a page down until tempers cool and the main protagonists lose interest. The very anonymity of the editors is often the source of the problem: how do we know who has an authoritative grasp of the topic?

That is what academics do best. We can quickly sort out scholarly authority into complex hierarchies with a quick glance at a vita and a sniff at a publication list. We make many mistakes doing this, of course, but at least our debates are supported with citations and a modicum of civility because we are identifiable and we have our reputations to maintain and friends to keep. Maybe this academic culture can be added to the Wild West of Wikipedia to make it more useful for everyone?

I propose that all academics with research specialties, no matter how arcane (and nothing is too obscure for Wikipedia), enroll as identifiable editors of Wikipedia. We then watch over a few wikipages of our choosing, adding to them when appropriate, stepping in to resolve disputes when we know something useful. We can add new articles on topics which should be covered, and argue that others should be removed or combined. This is not to displace anonymous editors, many of whom possess vast amounts of valuable information and innovative ideas, but to add our authority and hard-won knowledge to this growing universal library.

The advantages should be obvious. First, it is another outlet for our scholarship, one that may be more likely to be read than many of our journals. Second, we are directly serving our students by improving the source they go to first for information. Third, by identifying ourselves, we can connect with other scholars and interested parties who stumble across our edits and new articles. Everyone wins.

I have been an open Wikipedia editor now for several months. I have enjoyed it immensely. In my teaching I use a “living syllabus” for each course, which is a kind of academic blog. (For example, see my History of Life course online syllabus.) I connect students through links to outside sources of information. Quite often I refer students to Wikipedia articles that are well-sourced and well written. Wikipages that are not so good are easily fixed with a judicious edit or two, and many pages become more useful with the addition of an image from my collection (all donated to the public domain). Since I am open in my editorial identity, I often get questions from around the world about the topics I find most fascinating. I’ve even made important new connections through my edits to new collaborators and reporters who want more background for a story.

For example, this year I met online a biology professor from Centre College who is interested in the ecology of fish on Great Inagua Island in the Bahamas. He saw my additions and images on that Wikipedia page and had several questions about the island. He invited me to speak at Centre next year about evolution-creation controversies, which is unrelated to the original contact but flowed from our academic conversations. I in turn have been learning much about the island’s living ecology I did not know. I’ve also learned much about the kind of prose that is most effective for a general audience, and I’ve in turn taught some people how to properly reference ideas and information. In short, I’ve expanded my teaching.

Wikipedia as we know it will undoubtedly change in the coming years as all technologies do. By involving ourselves directly and in large numbers now, we can help direct that change into ever more useful ways for our students and the public. This is, after all, our sacred charge as teacher-scholars: to educate when and where we can to the greatest effect.

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