Wikinography Part 5: Wikilove

I first realized it one afternoon during an extended session on Wikipedia. Sniffing regularly, I sat wrapped in blankets to deter my sickness as my eyes strained to look through the vivid pages of both prolific and neophyte wikieditors. Somewhere amongst the polychromatics on my screen, it dawned on me that user pages are not just spaces for self-identification. They are also the place on Wikipedia where other users recognize and enumerate the contributions of their fellow editors. In the course of this usage, user pages have come to represent the most consistent and varied site of digital object construction that I have ever encountered. This digitization occurs predominately in the form of ‘wikilove’.

Broadly speaking, wikilove is the philosophy of kindness and non-enmity on Wikipedia. In order to share wikiove, Wikipedians are instructed to be polite, conscientious, and to ‘assume good faith’.[3]

The most prominent practice of wikilove is the construction and deployment of ‘digital objects’. Rather than being completely original concepts imagined wholly in the space of the internet, digital objects tend to be real world objects that have been ported into the digital space. Though their meaning and function differ from their flesh-world counterparts, these objects are not meant to lose or overcome their ‘real world’ connotations, at least not completely. Rather they seem to be selected in part because of such connotations.

As I took a meandering look over various users and their talk pages, I came across many examples. Cookies seemed to be the most frequent artifact of wikilove, and I encountered other examples including kittens, ‘relaxing tea’, and fried chicken. This category of wikilove is relatively unqualified; users do not need to ‘earn’ them, but instead are encouraged to give them freely and without reserve.

Qualified or semi-qualified ‘barnstars’ deserve an entirely separate mention. Another digital object with a real world counterpart, barnstars are meant to indicate accomplishment, and come in the largest variety of any single imagined internet object I’ve ever seen. The Epic barnstar, the Chemistry barnstar, barnstar of life, university barnstar, technology, music, lesbian gay bi transexual barnstar–Harry Potter, Belrusian, the list went on and on. Each of these barnstars was a form of accolade, a signifier of accomplishment and due respect inferred upon an editor by their peers.

At first I found myself wondering what the purpose of all this might be. Though I felt I understood how wikilove functioned, it was not immediately apparent to me why the role these items played was necessary.



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3. Good faith in the context of wikipedia means ‘honesty’ or ‘benevolence’. In theory, good faith is a shared assumption amongst editors that each of them are attempting to be constructive, and that editors differ only in their point of view. In contrast, bad faith would be motivated simply to be malicious, spiteful or disruptive.

Wikinography Part 4: Let’s Talk (User pages and more)

Over the past few months I had become aware of something called a ‘talk’ page. Talk pages are always ‘attached’ to an associated article page, and their subject matter is meant to be the deliberation and nuts-and-bolt development of that article. In this way, while the main article title may be ‘Anthropology’, the associated talk page would be ‘Talk:Anthropology’. The article itself stands as the accomplishment, the general front face of Wikipedia at any given time. On the other hand the talk page, at least by design, is a tool for that accomplishment, a means to create that end.

The talk page is also referred to as the ‘discussion page’, and this is an apt description. By examining any given article’s talk page, one can see the diverseness of its historical evolution, and the conflict mediation that had to occur during the path to its present incarnation. To give you an idea of the volume of discourse this can produce, many of these talk pages are so vast that they feature a ‘Talk archive’. In the case of the article on the recently inaugurated Presidnet Obama, the archive has fifty-two archived talk pages, each one of which is no less than the equivalent of thirty printed pages.



In some cases these talk pages are linked not to an article page but instead to a user. I decided to take advantage of my own and make it a grounds for discussion amongst the editors I contacted as informants. I was surprised to find it (pictured right) swelling quickly to a cumbersome mass in the days following my registration as a unique user. Indeed, it grew almost immediately to a size that, at least for me, felt unmanageable.

As for the user pages themselves, the most concise description is that of a multipurpose space of identification. When I say identification I mean both attributed and self-inscribed, and I say multipurpose because they inhabit both a stylistic/personal space, relatively remote from the formal purposes of Wikipedia, as well as information that functions core to those purposes.



The functional aspects of user pages are often an editor’s interests or technical specifications[2], and both kinds of information are frequently identified in the form of a ‘babel box’. For instance, taking my cue from many prolific editors, such as Casliber, I added some boxes to my own user description (pictured on the next page).

According to Wikipedia’s own description, Babel boxes were originally intended to indicate language comprehension, which helped to augment discourse and facilitate translation projects. Somehow over time the function of the babel clearly expanded to include all sorts, ranging from project affiliation to social occupation — even frivolous humor.



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2. In this case interests can be interpreted as a function because it may indicate an expertise on or ready availability for certain article topics.

Wikinography Part 3: Wiki-terms

As this was my first serious foray into Wikipedia, imagine my surprise when I found that I already had a title: wikignome. It was not so much a personal title reserved for myself alone, but more of a class that I belonged to. Wikignoming humorously refers to the authorship of edits perceived to be of an auxiliary (though not insignificant) nature. This kind of activity usually entails formatting, rephrasing or grammar corrections. Due to the minor nature of most of these edits, wikignomes usually do not need to participate in discussion over them. This lack of an active role in debate makes themselves and their part less obvious, which leads to their perceived relationship as tiny elusive beings.

Wikipedia is brimming with this kind of unique and abstruse terminology. After contacting one user, Alastair, he immediately told me that ‘on some level I find Wikipedia to be the ultimate social networking site for the incurably nerdy... however obscure one's interests, there's a real chance one can find others that share them’. I chuckled at this. Not infrequently have I fancied myself a bit of a nerd, which is why I feel no compunction in stating that nerds love jargon.

The most initially intimidating phrases are prefaced by ‘WP’, which I came to find indicates that the entire phrase forms a Wikipedian consensus or guideline. I would also come to discover that this does not, however, imply a stern or even formal subject, such as in the particularly odd example of ‘WP:Beans’. In this case ‘Beans’ refers to the phrase, ‘Don’t stick beans up your nose’, which is a way of saying, ‘Don’t give someone with a naive and adventurous mind any ideas’. The philosophy is derived from a parable about a mother leaving her son at home:

The little boy's mother was off to market. She worried about her boy, who was always up to some mischief. She sternly admonished him, "Be good. Don't get into trouble. Don't eat all the cabbage. Don't spill all the milk. Don't throw stones at the cow. Don't fall down the well." The boy had done all of these things on other market days. Hoping to head off new trouble, she added, "And don't stuff beans up your nose!" This was a new idea for the boy, who promptly tried it out.

Wikinography Part 2: Wiki - A brief definition

A wiki is a ‘contained’ site of associated web pages the entire contents of which is produced by its users. In contrast to many semi-interactive online mediums, such as blogging, wikis do not merely ‘allow comment’—which is more along the lines of a post-facto adjunction. Wikis instead encourage, in fact their existence relies upon, construction via active participation as a wiki has no content, no author, besides that supplied by its visitors turned editors . Also characteristic of wikis is the ‘association of pages’. This association is accomplished through ‘linking’, and like any weblink, these links exist on one page and point to another page. But wikis are first and foremost concerned with internal linking; links from within user content to other user content. Links to other locations besides those ‘contained’ within the wiki itself (‘external links’) do exist, but appear far less frequently and have specific regulated purposes.

As its portmanteau namesake implies (combining ‘wiki’ with ‘encyclopedia’), Wikipedia is a wiki with the goal of constructing an online encyclopedia.[1] It is by no means the only wiki, and in fact intentions for and varieties of wiki abound, but at the same time it has become the concept’s iconic example. Those who are conceptually unfamiliar with the idea of a wiki are commonly nonetheless aware of Wikipedia, and in many cases Wikipedia has become a descriptive noun; ‘Is that the Star Wars wikipedia?’.

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1. The term wiki is actually originally taken from a Hawaiin word for ‘fast’.

Wikinography Part 1: Open Sails, At World’s End

So I was assigned an ethnography last quarter, and I decided to make it the online variety. It was an interesting and enlightening experience, although I think I can take a little break from Wikipedia now. I broke the paper up into small, easily digestible morsels, which is perfect for a blog format. I'll be posting it in bits over the next couple weeks. All of the parts combined are basically what my final paper for the class looked like. Enjoy. – DC



There I was, the mouse in my hand as dangerous as any time bomb. I was but a few clicks away from launching ship into the vast recesses of the Wikipedian underbelly. For years I had used Wikipedia idly, mostly in passing as a reference on subjects of straightforward curiosity. But even my use of Wikipedia as an idle reference goes so far back that I can scarcely recall a time I was completely unaware of its existence. I’m nothing exceptional: This is how engrained Wikipedia has become in the lives of many youths. But my relationship with Wikipedia was about to change; concealed beneath the relatively pristine surface of Wikipedia lay the apparatus of an expansive computer-mediated social world, one replete with jargon, unique practices and new imaginings of digital relationship.

In the course of my ethnography I would speak to several editors on Wikipedia while simultaneously taking part in some minor Wikipedia editing myself. Like me, most of the editors I spoke to had initially become aware of Wikipedia as a resource without contributing their owns edits. Even after becoming aware of their ability to contribute, most editors conveyed to me that they had forgone editing for some time thereafter. Unlike me, by the time I spoke to each of these editors, they had become abundantly successful on the English Wikipedia (if not translingually successful). Though it is not an official term on Wikipedia, I use the term ‘prolific editor’, without any hard and fast criteria, to refer to currently active editors with a hefty edit count, in many cases on significant articles.

A Tangent Addendum

So I had a lot of absences in one of my classes this quarter (about 5 unexcused). I probably could've gotten them excused, but I never feel really compelled to seek such excusals for some reason. Low and behold at the end of the quarter the Professor asked me to address why I shouldn't fail the class in my final essay. I probably could've made a pretty persuasive argument on an analytical basis, but the truth was I didn't feel the need. I wrote the final paper without addressing my absences in any direct way. Below is the short essay I wrote to him, entitled "A Tangent Addendum" and attached to my actual final. He was a pretty laid back guy, so I hope he takes it well. I genuinely didn't mean any offense, and every word of it is true. Here's lookin' at the world. – DC


A Tangent Addendum

I fancy myself a decent student, although perhaps I am not the iconic example of the ‘good student’, as my attendance during this quarter would seem to agree. Yet I’ve never seen my academic accomplishments as a simple and accurate representation of myself. As a child, my parents could never force me to do homework, and, as a an impertinent youngster, punishment only ever made me angry and never compliant. Humorously, participation was never an issue, and I never seemed to be troubled to do the work that was given to me while I was physically in class. This is how for most of elementary school I earned a hodgepodge of grades, one that reflected full effort within the classroom and hardly any outside of it.

To this day I’ll never be able to describe why upon entering fifth grade I suddenly decided to try. It sounds especially odd remembering that I had “tried” once before: During one week in fourth grade, I actually did all my work which resulted in the first time I was awarded the illustrious ‘Student of the Week’ award at Monday assembly. I immediately returned to old habits the following week.

For some reason the first day of fifth grade was different. Perhaps it was the fact that, at the time, fifth grade was the last year of elementary school, complete with a special overnight camping trip into the backwoods of our campus set between Cobb and Boggs mountains. Whatever the cause, on that first day of fifth grade in the course of that slow, winding drive through mountain roads on the way to school, the thought simply would not leave me alone; ‘What if I tried?’. What if I tried... would life be different? I did not know the answer, but it was precisely the not knowing that troubled me. As young as I was, perhaps it was my first real epiphany.

And ultimately it did feel different. Every night when I sat down at my parents desk with the greying old Apple Macintosh to do my Weekly Spelling, I liked the fact that no one had asked me to do it. From that point on my grades have more or less been a reflection of my own interest, desire, and application. I suppose I took and still take pride in high marks like any student, but there’s always been a distinct and yet difficult to describe sensation accompanying me in my academics: The sensation that it was not done for anyone besides myself. It may be because of this quality that I rarely bother to seek an excused absence. If it were not for this sensation, perhaps I would feel more compelled in reporting the reasons for my absences, and I would not be at this juncture in your class.

I never scoff at an A, the same way it is bad form to look a gift horse in the mouth. And yet at the same time I do not rely upon them. The truth is I took this class for me; I am not ethics or teaching major, and I do not require the credits towards graduation. The same mentality is probably what allowed me to declare as an anthropology major despite the knowledge that it may result in my living in a cardboard box. When I consider the ramifications of failing this class, more than anything my distaste for it stems mostly from the thought of having to go talk about it with some administrative official who barely knows me.

This is not because I am apathetic. Rather, it is precisely because I’ve enjoyed the class so much that I am unconcerned with the grade that I receive. Be it an A, or an F, or any of the other many letters available in the alphabet, it won’t really change how the actual process has affected my thinking, which for me has come to be its real value. At the end of the day, the mark I am given is a just shape that someone else will look at and attach meaning to. For me, the meaning of my time spent in this class stands apart from such a mark, and unlike a class I’d have enjoyed less, I do not need any particular mark to make it feel worthwhile.

Despite these feelings, I readily acknowledge that there may be a vested interest for students to attend class so that they may partake in discussion and mutually enrich one another. Under such a reasoning, it may be that my absences have somehow detrimentally impacted the class. I understand this, but I leave such judgments to educators such as yourself. I could only think of it as a kind of hubris were I to assume it myself.

Either way I feel no sadness in regards to my engagement with or performance in the class. Besides, I have always put my faith in people before edicts or statutes, and always will. My grade is in your hands, and I am comfortable with that.

I would certainly enjoy taking another course from you.
Sincerely,
Damon O'Hanlon

UPDATE: Final Grade for the class? B+ (and an A on the final)