Introduction and Overview

The Wikimedian in Residence partnership continued at the Mixed Museum from January to March 2023, building on the initial stage of the residency that began in September. This blog posting describes the initiatives focussed on during this time and next steps that both the Mixed Museum and Wikimedia UK might like to take to build on the residency. The End of Residency Report can be found here.

January to March 2023

Sustainable digital volunteer programme for the Mixed Museum

As described in the first report from the residency, editing Wikimedia projects is an ideal basis for a digital volunteering programme for the Museum. However, after the scope and scale of recruiting for and managing a volunteer programme became clear, it seemed desirable to fund a volunteer coordinator for the Museum who could deliver this with expertise and focus, rather than making it part of Chamion’s work. 

I outlined what would be required to create a sustainable virtual volunteering programme for the Mixed Museum, with the hopes that this could be used for a future funding bid. You can read the proposal here: Sustainable digital volunteer programme for the Mixed Museum. 

We had initially planned to create a bespoke, self-study training programme for volunteers based on a set of Google slides and embedded videos taken from Zoom-based training. Because the editing interface of Wikipedia changed quite dramatically in January 2023, the training videos and screenshots were quickly out of date and less suitable for self study, which altered our plans.

Rather than re-record, we took time to consider the implications of future changes to the interfaces making self study videos obsolete, and the considerable investment they take to remain up to date and useful. As the museum doesn’t have anyone to do that ongoing maintenance work, the bespoke training programme would quickly go out of date. We decided to rely on three existing resources for online training (Training Library [Programs & Events Dashboard], The Wikipedia Adventure, and The Introduction to Wikipedia) for a more sustainable future. For more information on which training we decided on and how to contextualise it, see the Sustainable digital volunteer programme for the Mixed Museum document.

Heritage Dot 2.0 Roundtable

In March 2023, Chamion participated in a roundtable discussion moderated by the Connected Heritage team and two other Connected Heritage partners, Dr Jane Secker and Dr Victoria Araj, as part of the Heritage Dot 2.0 conference hosted by the University of Lincoln. 

The discussion touched on how engagement with Wiki-based projects enabled these three cultural heritage organisations to improve the accessibility of their collections, while simultaneously empowering volunteers and members through embedded digital upskilling. The Mixed Museum’s Wikipedia edits were discussed as an example of ways that open knowledge can place overlooked cultural histories into the dominant narrative. Chamion also described the legacy the Residency will have on the Museum’s future projects. 

We were honoured to hear Josie Fraser from the National Lottery Heritage Fund mention the roundtable as a highlight of the conference during her closing remarks. 

Queen Mary University London Microinterns 2023

Two student interns, Leyi and Shannon, joined the Mixed Museum for four weeks in March 2023. The internship followed a similar model to one we ran last year. More about the micro-internship format is in this blog posting March is Wiki micro-internship month at The Mixed Museum and Manar al-Athar.

This year, the interns worked from a Trello board of Wiki tasks. Both Leyi and Shannon focussed on the military history of African American soldiers based in the United Kingdom during and after World War 2. While Shannon focussed on adding personal accounts to articles which read like lists of list of dates, Leyi was interested in adding social history to articles on military bases in England. Leyi experienced some pushback from other editors which she describes in her blog-based reflection [link here]  and was resilient in the face of it. The interns had interesting conversations with Chamion around who feels ownership over different parts of history and how our work editing Wikipedia can have an impact on what is  generally accepted as ‘important’. 

What Chamion and I discovered, having run this internship twice now is that, though the platform is the same and the work is similar each year, Wikipedia editing is like a mirror in that each person sees something different reflected back at them in the process. See the Internship Dashboard for 2023.

Museum Ethnographers Group Conference 2023

The work we did at the Residency around copyright and Wikimedia Commons (highlighted here) was the subject of a paper delivered to the Museum Ethnographers Conference in Cambridge in April 2023. Slides for Museum Ethnographers Group Conference presentation.

In the presentation, the example of the Brown Babies images sits alongside work done by Martin Poulter at the Khalli Collections and Lucy Moore’s recuperative work to enhance the representation of museums in Oceania on Wikimedia projects. The three projects engage in a conversation about what it is to edit Wiki in today’s context and how we can work together to best surmount these and create a more equitable digital space for open knowledge.

Looking at visitor numbers to The Mixed Museum 

Chamion has long been interested in what the Museum’s Google analytics tell her about the numbers of visitors clicking through from Wikipedia links to The Mixed Museum. These so-called referral links make up a small but significant portion of the Museum’s audience. In the period before the Connected Heritage partnership, the Museum had very little traffic from Wiki sources. In fact, it was listed seventh of the referral channels, with 25 visitors coming directly from Wiki links. The top referral site then was a National Archives blog post, with 117 visitors. Since March 2022, National Archives referral rate has stayed relatively steady while the Wiki channel link has seen a percentage increase of 1584!

What is also interesting is that those who reach the Museum via Wiki sources are spending an average of 3.44 minutes on the site, compared to before the Connected Heritage partnership when they visited for an average of 1.27 minutes. Clearly, through more sustained and targeted editing, we have not only attracted more Wiki users to The Mixed Museum, but increased the engagement of these visitors with the exhibitions.

We can also see all the pages which reference the Mixed Museum by using the MassViews Analysis tool. 

Next steps

Though Leah’s Residency is coming to an end, the relationship between the Museum and Wikimedia UK will go on. Chamion will be contributing her insight and knowledge to a new research project dedicated to understanding the barriers that small and medium sized heritage organisations face when contributing to open knowledge. We hope to run the microinternships again in March 2024 and ideas for pursuing the digital volunteering programme are in the works. 

Interested in hosting a Wikimedian in Residence?

If you are involved with a heritage or cultural organisation in the United Kingdom and you think a Wikimedian in Residence might be good for your organisation, please talk to us about it. You can book a half hour meeting with the Connected Heritage team via Calendly or drop us an email.

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Knowledge equity refers to the expansion and diversification of valued knowledge. It looks to engage with the understandings, expertise and experiences of communities who have historically been excluded from social discourse.

Systemic bias and historic repression are key reasons for this marginalisation, yet by increasing knowledge equity on platforms like Wikipedia we all benefit from the shared resource we’ve improved.

Since its creation in 2001, Wikipedia has developed into a central hub for the world’s knowledge to coexist, accessed across the planet and enabling us to learn, contribute and share. As the validity, trustworthiness and editorship of Wikipedia has grown, so has its reach and diversity of content. With over 260 million page views per month, the online encyclopaedia has become an almost all-encompassing source of information.

Helping Wikipedia to represent the sum of all human knowledge is no simple task however. The systemic biases and cultural inequalities we see in the world around us are reflected in Wikipedia’s content. These biases are widely varied, relating to gender, culture, geography and religious worldviews among others. In addition, the biases on Wikipedia and its sister projects like Wikidata are both internal and external. Factors such as the availability of published sources, internet accessibility and political censorship result in a highly unbalanced level of engagement with Wikimedia across the world, the result being that European and North American issues and culture are covered more extensively. 

Knowledge Equity is a strategic focus for Wikimedia UK – our work in this field has resulted in a significant impact on the breadth and quality of cultural content on Wikimedia projects, as well as the diversity of groups and communities engaging with open knowledge. Together with key collaborators we have worked extensively on closing the gender gap, preserving minority languages, and delivering projects that increase access to underrepresented cultural heritage.

Our work with community groups, museums, galleries and educational institutions has made significant contributions to addressing inequality and knowledge gaps on Wikipedia.

For example, our partnership with the Khalili Collections – launched in 2019 – led to a research project in 2021 focusing on the diversity of visual arts content on Wikipedia. The research undertaken by Dr Martin Poulter and Waqās Ahmed highlighted significant biases, showing that Wikipedia gives many times more coverage to visual art from the Western tradition than for all other cultures’ visual art combined. Through this research, we have been able to propose actions that will give Wikipedia a more global perspective on visual arts. It also highlights to the global community of editors where the knowledge gaps lie, resulting in work to significantly improve articles on previously underrepresented culture. 

Through a University Arts London (UAL) staff secondment, the Decolonising Wikipedia Network was formed. The network ran training events for staff and students so they could play an active role in the decolonisation of knowledge, making their Wikipedia editing a form of knowledge activism. We also run our annual Celtic Knot conference, showcasing innovative approaches to open knowledge and open data that support and grow Indigenous language communities

Supporting Wikimedia UK for this year’s Giving Tuesday will enable us to continue engaging new organisations, communities and individuals to deliver impact through these unique projects. Together we can support communities across the UK to create and share knowledge, wisdom and experience where systemic bias and other barriers have previously inhibited representation.

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On International Women’s Day, I ran training for long-term Wikimedia UK partners Protests & Suffragettes and Women’s History Scotland. The editathon focused on Scottish Suffrage(ttes), and is just one of a series of events that they’ll be running over the next few months.  

A few days after the event, I was tagged in a brilliant Twitter thread from one participant and new Wikipedia editor Becky Male. Becky had been working on the Hunger Strike Medal article. I was really struck not only by her new-found enthusiasm for Wikipedia editing, but also by this quote: “Knowledge activism matters because, for most people, Wikipedia is their first port of call for new info. I did the Cat and Mouse Act in GCSE History. Don’t remember learning about the medal or the names of the women..” 

We often talk about Knowledge Activism in the context of fixing content gaps that pertain to voices and communities left out by structures of power and privilege, and how the gender gap manifests in different ways on-wiki. I thought that this was a great example of how the Wikimedia community’s work is helping to address those gaps, so I reached out to Becky to ask if she’d like to write a blog for us which you can read below. Thanks Becky!

By Becky Male, @beccamale

Joining Wikipedia was one of those things I’d thought about doing from time to time – I’d come across an article that was woefully short and think to myself “someone should probably do something about that”. But fear of accidentally breaking something stopped me.

But then it’s International Women’s Day, and Women’s History Scotland, Protests & Suffragettes and Wikimedia UK are organising an Editathon to get some of the information P&S has found – they’ve created fantastic educational resources on the Scottish suffrage movement – added to Wikipedia. This is the Knowledge Gap: even when things are known about women, that knowledge hasn’t made it on to Wikipedia. It’s most people’s first port of call for new information, which makes this a big problem.

So I signed up and did the intro tutorial. A misspent adolescence on LiveJournal meant the leap from basic HTML to editing in source was fairly small. And there’s something about sitting in a Zoom call of two dozen women, all a bit nervous about this process too and being told “It’s okay, you really can’t screw this up that badly” that’s genuinely reassuring – failure’s a lot less scary when you’ve got backup.

Offline, I volunteer at Glasgow Women’s Library digitising artefacts. Creating the article on the Suffragette Penny sounded like a perfect extension of that. But it was wisely suggested that I should pick an existing article for my first. The Hunger Strike Medal needed work and was similar enough to get me started.

I studied the Cat and Mouse Act for GSCE History so I already had some background knowledge of the suffragette tactic of hunger striking. I cleaned up the lead, separated the information into sections and added a few other interesting titbits – as I learned at the Editathon, Wikipedia users love trivia. But the biggest change I made was to the list of medal recipients.

The medal was the WSPU’s highest honour – not only had a woman been gaoled for her beliefs, she’d risked her life and health for the cause. The hunger strikes and subsequent force-feeding by prison authorities contributed to early deaths, caused serious illnesses, and destroyed women’s mental health. They suffered horrifically and their sacrifices deserve to be remembered.

The list is now over 90 names, each one sourced, each medal confirmed. Some I found in books, maybe just one line about them. Others I found with a Google search, the suggested images showing me new medals the deeper I went, leading me to the sites of auction houses and local museums. My favourites, though, are in newsreels from 1955, women well into their 60s still proudly wearing their medals.

There’s another 60+ hunger strikers whose medals haven’t been found yet. Some names I moved to the Talk page if the evidence doesn’t support them on the list. I can’t say for sure that this is the most comprehensive list of WSPU hunger strikers but I think it’s likely – I certainly haven’t found one anywhere else.

And I’ve still got that Suffragette Penny article to write.

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Wikiproject Palestine-Wales was a month-long editathon, which took place in August 2021, between Wikimedia UK and Wikimedia Levant. The event generated a total of 242 new articles.

Wikipedians from both communities listed the most important articles from their respective languages and translated them as a token of friendship. The wikiproject contributed to reducing the cultural as well as content gap on Wikipedia, and strengthened the bond between the State of Palestine and Wales, both Levantine and Welsh communities.

Half way through the programme, the organisers reached out to the Cornish editors who flocked over to the project in droves. They created a list of subjects based on Cornwall (for example, King Doniert’s Stone (Cornish, Welsh, Arabic, English, Stargazy pie and an article on the Cornish language revival) which were subsequently translated into Arabic and Welsh. This was their first Wikiproject and 7 editors participated; all in all, 32 editors contributed. There’s a Welsh saying that it’s easier for two mountains to get together, than two people; in this case we got three mountains!

The themes were mostly cultural: food, places of interest, women of note, education and COVID-19. Among the articles written in Arabic and Cornish on Wales were, Gwenno Saunders (English, Arabic, Welsh, Cornish), bara brith loaf and Aberystwyth University. The Cornish editors created 44 new articles, just shy of the Palestine editors who wrote 57 articles, and the Welsh community created 142 new articles.

In the context of languages, perhaps the winners are the Cornish speakers. There are 300 million Arabic speakers, 750,000 Welsh speakers and around 2,000 Cornish speakers. However, the number of articles per language was:

Cornish – 44

Arabic – 57

Welsh – 142

So the winner is… all 3 communities!

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In July 2021, #WCCWiki marked an important milestone. The initiative, designed to improve the online representation of those who identify as women and non-binary, held its fiftieth Wikipedia editathon. Since 2016 when the initiative began, our community has come together each month to edit Wikipedia pages for women and non-binary people, share resources and practical tips for editing, and to offer training for those new to the task. Organised through the Women’s Classical Committee UK, #WCCWiki has done fantastic work in transforming the online representation of classicists who identify as women and non-binary, and helping to challenge Wikipedia’s intractable gender gap. Classics is very broadly conceived, including historians, archaeologists, theorists, translators, poets, and others who work on the ancient world.

But the implications of our success reach far beyond one platform. #WCCWiki has spread awareness and understanding of Wikipedia and why it’s so important, especially to those invested in knowledge transfer, as much of our community is. We have upskilled classicists to use and improve Wikipedia, tools which have then been transferred into classrooms around the world. We have built an activist network based on solidarity and dynamic action, and we have demonstrated how hard-won research skills really are transferable and can make a huge difference to environments beyond grant applications and writing articles.

Before #WCCWiki got started, the heritage of women and non-binary people in classics, both historical and contemporary, was a largely unrepresented online demographic. An estimate in 2016 found that only 7% of biographies of classicists on Wikipedia featured women. #WCCWiki has worked hard to make this demographic a highly visible and accessible part of classics.

We’ve created or edited more than 450 Wikipedia pages for those classicists who identify as women and non-binary, including path-breaking foremothers who were only referred to on their husband’s pages, such as Dr Miriam T. Griffin, Dr Annie Ure, and Professor Leslie Brubaker. One of our long-standing members, Richard Nevell, calculated that, as of 28 July 2021, 17.7% of the total of biographies of classicists on Wikipedia feature women. This is a significant rise from December 2019 when the number of biographies of women classicists was 16.3%. With every month, the proportion of Wikipedia biographies featuring classicists who identify as women or non-binary continues to increase.

Our pace of change means that on average every other day, a page for a woman or non-binary person is created or edited. #WCCWiki articles have featured regularly on Wikipedia’s front page and an increasing number have achieved Good Article status. #WCCWiki franchises have been inspired internationally, from Durham in the UK, to Winnipeg in Canada, to Ohio in the US. Our Wikipedia pages have been viewed by hundreds of thousands of people, and we have boosted their impact on social media, mainly on Twitter, where posts have reached 50,000+ people.

Richard’s calculations demonstrate the huge leaps #WCCWiki is taking, especially in comparison with Wikipedia in other languages. 34% of new articles about classicists on the English Wikipedia created between December 2019 and July 2021 feature women, which is twice that of the German Wikipedia, and triple that of French. Whilst #WCCWiki edits and creates pages in a variety of languages, English does predominate. Richard’s stats reveal the gender bias on Wikipedia without initiatives like #WCCWiki working against them.

Initiatives like #WCCWiki and the Wikiproject Women In Red are still essential in tackling Wikipedia’s gender gap. Between 84% and 91% of Wikipedia editors are male, and only around 19% of biographical pages feature women overall. At 17.7%, the representation of those classicists who identify as women and non-binary still lags behind the more general gendered trend. So, there is much more to do. Everyone is welcome to join us online as we edit together on or around 22^nd of each month, 13.00-15.00 GMT+1. For more information, check out our Project Page, and #WCCWiki on Twitter. Now we’re looking forward to our 100^th editathon, come and join the party!

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The accelerating use of digital technology means that it now plays a major role in most aspects of our lives. For many of us it is vital to be able to learn, work and communicate in these online environments, making digital literacy a key aspect of education in the 21st century. Yet acquiring these digital skills isn’t just important for our personal and professional lives; a digitally literate society has now become a necessity in preserving one of our most fundamental human rights. This article addresses why freedom of information has taken on a new context in the digital age, and the efforts Wikimedia UK are making to ensure the safe and responsible democratization of knowledge.

A few years ago, I was working for an American charity that provided support and refuge for North Korean refugees. It was here that I attended an event hosted by Yeon-Mi Park, a young North Korean who had fled her home country and been granted citizenship in the United States. Since then she has become a best selling author, documenting her life in North Korea and her perilous escape. Listening to her account was eye-opening; the lack of nutrition and health care that her family endured, and the brutal repression forced on her community seemed almost too dystopian to comprehend.

One particular aspect of her account that stuck in my mind was her realization of the world around her once she had found freedom. Her newfound ability to embrace previously unknown cultures and philosophies, to argue and to voice opinions were so new to her, and it was this aspect of her tale that had the most lasting impression on me. Stories like Yeon-Mi’s reaffirmed to me the importance of access to unbiased information, for human beings to feed their natural curiosity and for the overall development of societies. 

The concept of ‘freedom of information’ is vast in scope, an extension of the right to free expression and free speech, amongst others. Such liberties are largely taken for granted in free democracies. For those living in countries like the UK, the suppression of political opposition and curtailed press freedom seems reserved for those living within autocratic, oppressive regimes, similar to those experienced by Yeon-Mi.

While the protection of this fundamental right in the UK is grounded in democratic ideals and international declarations, easily accessed online misinformation now poses a unique predicament to current understandings of credible, unbiased content. The rapid emergence of digital mediums has led to an unprecedented democratization of knowledge, which has altered not just who can access information, but who can produce and distribute it. 

Fundamentally, this enables a greater capacity for individual expression and knowledge acquisition, key indicators of development. Yet its shortcomings arise in the form of misinformation that spreads erroneous content, as well as disinformation, which intends to deceive its recipients for political or monetary gain. False information such as this enables the politics of inequality and division that are emerging in the Global North. In order to defend ourselves from such a threat, it is vital that societies become more resilient to the spread of false information and aware of its ramifications.

The Wikimedia community can play a key role in advocating and promoting the need for responsible, credible knowledge sharing. At Wikimedia UK, we have been taking measures to prevent this threat to democracy, by launching programmes focused on digital, political and media literacy. Our intention is to provide our beneficiaries with the tools needed to become resilient to fake news and manipulative content, as well as also becoming contributors of high quality, reliable online content in their own right. In addition, through our work with cultural and academic institutions across the country, we are increasing both the amount and quality of our content, meaning that all users can benefit from the discoveries and teachings of academics across a variety of disciplines. 

This work takes place  across the country. Last year for example, we partnered with Menter Môn and the National Library of Wales to launch information literacy projects across the Isle of Anglesey as part of the new Wikimedia module on the Welsh Baccalaureate, and are now working in schools across the area. The WikiMôn project was presented with Mentrau Iaith Cymru’s technology award in January 2020 in recognition of its impact. 

Our projects and programmes that aim to increase digital literacy amongst communities can have a wider impact on society as a whole; a population equipped with skills needed to identify misinformation and fake news will be better prepared to act safely and responsibly in online environments. As a result, the internet can become a tool that re-enforces freedom of information in the 21st century, rather than acting as a threat to it.

The emergence of the internet has had drastic impacts on how we communicate across the world, and this includes the spread of ideas and factual information. Over the coming years, it is vital that we come to acknowledge the impact this can have on truth and fact, and how we prepare future generations to utilise the internet and open knowledge in the most responsible and effective way. For Wikimedia UK, this is one of our highest priorities.

This year’s WikiForHumanRights campaign centres around “Right to a Healthy Environment” — connecting the 20th Birthday “Human” theme with the global conversations about COVID-19, environmental crisis, like climate change, and human rights. The content-writing challenge with prizes runs from April 15th – May 15th. Learn more about the challenge and sign up for the challenge here. There is also a draft list of articles to be created or enriched with UN Human Rights.

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Back in April and May we collaborated with London College of Communications students and staff around decolonising Wikipedia, building on work they’ve been doing to decolonise the curriculum. As part of that we are looking at a partnership with a focus on decolonisation, the visibility and credibility of under-represented figures connected to teaching and research across their subject disciplines. On the 25th November the college will launch a new Decolonising Wikipedia Network that aims to support students and staff to become Wikipedia editors and creators.

Decolonisation is not a metaphor or synonym for diversity and inclusion work (read Tuck and Yang, 2012); it is about equity, justice and reparation for people whose lives and life chances have been and continue to be negatively affected by colonisation. Under British colonial rule, entire communities and nations suffered the loss or oppression of traditional knowledge and ways of knowing (aka epistemicide).

To this day, the white western elite dominates global understanding of what and how to know, whilst the ways of knowing of those colonised, their ancestors and diaspora, continues to be oppressed, marginalised, othered and exoticized. And even knowledge production systems that are intended to be democratic and inclusive still maintain practices which can exclude and marginalise, for example through the credibility criteria of academic writing and notability criteria of Wikipedia.

Work to decolonise university curricula and collections has highlighted that it’s not just a matter of including more diverse authors on reading lists, but a matter of diversifying knowledge production itself, to allow for different knowledge and different ways of knowing to be visible and valued. LCC Changemakers are working with Wikimedia Education on this basis, to develop skills and confidence in LCC students and staff to play an active role in decolonising knowledge production and increasing the visibility and credibility of under-represented figures connected to our subject disciplines.

Building on the LCC Wikipedia Editathon in May-June 2020, this new network supports students and staff to edit and create Wikipedia entries through a decolonial lens at a scale and pace that suits them, supporting them to make anything from a small intervention to an existing Wikipedia page in a day, to a writing one new Wikipedia page over a month. The network will be launched here on 25 November with a video introduction and instructions for joining. Watch this space!

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By Katie Crampton, Wikimedia UK Communications & Governance Assistant

We kicked off February in collaboration with University of York with another editathon to help close the gender gap on Wikipedia. Focused on Yorkshire women in STEM, the editathon aimed to highlight the diverse set of role models women have in the field. And with women’s uptake in careers in STEM at a dismal 22% in the UK, the importance of championing these voices is more important than ever.

With businesses in STEM building much of the world we interact with on a daily basis, the lack of women represented in these industries has long been a concern for those aiming to change its landscape. Without a solid foundation of biographies for women to take inspiration from, Wikipedia is one of the many areas that has fallen short in this regard, with only 18% of its biographies on women. Wikimedia UK and the global movement have been tackling the issue for a number of years, and we were delighted to partner with the University of York for this latest event.

The editathon aimed to expand digital editing skills through creating and editing Wikipedia pages. The first step was drawing together a list of entries to be added to or created, so a University wide call went out for names of notable Yorkshire Women in STEM. These included the likes of amateur field botanist Catherine Muriel ‘Kit’ Rob, whose story was included by the Borthwick Institute for Archives in a long list of other lost voices vital in a time when women had only just started entering STEM.

Dr Helen Niblock, Research Development Manager in Physical Science at the University of York, thanked Namrata Ganneri “for organising the editathon, it really brought people together for positive change. Thanks to Nigel [Wikimedia Trainer] for talking us through Wikipedia editing, it’s not as scary or complicated as I thought! I’ve now got the knowledge and confidence to go away and add more women scientists to Wikipedia.”

Some of the articles that were improved included Hilary Lappin Scott’s page, which now comprehensively outlines Scott’s career in microbiology with her “field of research in microbial biofilms. In 2009 Hilary was elected as the second female President of the Society for General Microbiology (SGM) in 70 years and served in this role until 2012. In September 2019 she was elected as President of the Federation of European Microbiological Societies (FEMS), being the first President from the UK.”

Other articles improved included Edith Pechey’s page, and the York physicist Professor Sarah Thomposon, with some work started on Professor Jane Hill’s page. With participants expressing interest in creating pages that there wasn’t time for in the event, like one for Catherine Muriel Kit Rob, a famous Yorkshire amateur botanists, we hope the skills built in the editathon will go on to have a lasting impact.

If you’d like to know more about our events, you can visit our events page, or for more activities around the gender gap on Wikipedia and its sister projects, have a look through this blog tag.

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