The colonization of Wikipedia: evidence from characteristic editing behaviors of warring camps
Why this work is in the frame
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Bibliographic record
Abstract
Purpose To add new empirical knowledge to debates about social practices of peer production communities, and to conversations about bias and its implications for democracy. To help identify Wikipedia (WP) articles that are affected by systematic bias and hopefully help alleviate the impact of such bias on the general public, thus helping enhance both traditional (e.g. libraries) and online information services (e.g. Google) in ways that contribute to democracy. This paper aims to discuss the aforementioned objectives. Design/methodology/approach Quantitatively, the authors identify edit-warring camps across many conflict zones of the English language WP, and profile and compare success rates and typologies of camp edits in the corresponding topic areas. Qualitatively, the authors analyze the edit war between two senior WP editors that resulted in imbalanced and biased articles throughout a topic area for such editorial characteristics through a close critical reading. Findings Through a large-scale quantitative study, the authors find that winner-take-all camps exhibit biasing editing behaviors to a much larger extent than the camps they successfully edit-war against, confirming findings of prior small-scale qualitative studies. The authors also confirm the employment of these behaviors and identify other behaviors in the successful silencing of traditional medicinal knowledge on WP by a scientism-biased senior WP editor through close reading. Social implications WP sadly does, as previously claimed, appear to be a platform that represents the biased viewpoints of its most stridently opinionated Western white male editors, and routinely misrepresents scholarly work and scientific consensus, the authors find. WP is therefore in dire need of scholarly oversight and decolonization. Originality/value The authors independently verify findings from prior personal accounts of highly power-imbalanced fights of scholars against senior editors on WP through a third-party close reading of a much more power balanced edit war between senior WP editors. The authors confirm that these findings generalize well to edit wars across WP, through a large scale quantitative analysis of unbalanced edit wars across a wide range of zones of contention on WP.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it