| Coye Cheshire|
(Alternative names for this author)
|Co-authors||Judd Antin, Oded Nov, Raymond Yee|
|Authorship||Publications (2), datasets (0), tools (0)|
|Citations||Total (3), average (1.5), median (1.5), max (3), min (0)|
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Coye Cheshire is an author.
PublicationsOnly those publications related to wikis are shown here.
|Title||Keyword(s)||Published in||Language||DateThis property is a special property in this wiki.||Abstract||R||C|
|Gender differences in Wikipedia editing||Wikipedia
|WikiSym||English||2011||As Wikipedia has become an indispensable source of online information, concerns about who writes, edits, and maintains it have come to the forefront. In particular, the 2010 UNU-MERIT survey found evidence of a significant gender skew: fewer than 13% of Wikipedia contributors are women. However, the number of contributors is just one way to examine gender differences in contribution. In this paper we take a more fine-grained perspective by examining how much and what types of Wiki-work men and women tend to do. First, we find that the so-called “Gender Gap” in number of editors may not be as wide as prior studies have suggested. Second, although more than 80% of editors in our sample were men, among the bottom 75% of editors by activity level, we find that men and women made similar numbers of revisions. However, among the most active Wikipedians men tended to make many more revisions than women. Finally, we find that the most active women in our sample tended to make larger revisions than the most active men. We conclude by discussing directions for future research.||0||0|
|Readers are not free-riders: reading as a form of participation on Wikipedia||Wikipedia
|Computer-Supported Cooperative Work||English||2010||The success of Wikipedia as a large-scale collaborative effort has spurred researchers to examine the motivations and behaviors of Wikipedia's participants. However, this research has tended to focus on active involvement rather than more common forms of participation such as reading. In this paper we argue that Wikipedia's readers should not all be characterized as free-riders -- individuals who knowingly choose to take advantage of others' effort. Furthermore, we illustrate how readers provide a valuable service to Wikipedia. Finally, we use the notion of legitimate peripheral participation to argue that reading is a gateway activity through which newcomers learn about Wikipedia. We find support for our arguments in the results of a survey of Wikipedia usage and knowledge. Implications for future research and design are discussed.||0||3|