Centre for Internet and Society

Orientation & Training session of Jalbiradari Activists

Subodh Kulkarni — 2017-04-16T11:30:24Z

An Orientation & Training session of Jalbiradari Activists was held on 4 January, 2017

A Marathi Wikipedia orientation and training session was conducted for Jalbirdari activists on 4 January, 2017 at the Kokale District, Sangli, Cooperative Society Hall. The event was keeping in line with CIS-A2K's attempts at engaging with communities of interest. The Jalbiradari water conservationists were introduced to Wikipedia and its projects. They were given an orientation on Marathi Wikipedia as a knowledge resource and encouraged to write about their village, water and environmental issues on Marathi Wikipedia.

The participants were involved in an open interaction with the community on local issues and cultivation and preservation of local knowledge. With 30 members taking part in the three-hour-long event, four articles were created and edited on Marathi Wikipedia.

The meta page for the event can be found here.

For more details visit https://cis-india.org/a2k/blogs/orientation-training-session-of-jalbiradari-activists

Orientation & Training session for Environmental Activists in Satara on 13th February 2017

Subodh Kulkarni — 2017-04-16T14:43:25Z

A Marathi Wikipedia Orientation & Training session for Environmental Activists was held in Satara on 13 February, 2017

As part of the ongoing CIS-A2K effort to work and collaborate with communities of interest, a Marathi Wikipedia orientation and training session was held in Satara on 13 February, 2017. The workshop trained environmental activists on basic Wikipedia editing skills. The participants were introduced to Wikipedia as a knowledge resource and were encouraged to contribute to Wiki projects.

The theme of the workshop was to build resources in the areas of biodiversity and environmental issues on Marathi Wikipedia. The participants were also given orientation regarding contribution to the villages project where they could edit articles about their villages and towns. The three-hour workshop held at Sukale Studio in Satara saw six participants collaboratively creating and editing two articles. The participants were also trained in "smart editing" on their smartphones.

The link to event page on meta can be found here.

For more details visit https://cis-india.org/a2k/blogs/orientation-training-session-for-environmental-activists-in-satara-on-13th-february-2017

OpenGLAM at Wikimania 2014

subha — 2014-10-06T05:09:19Z

GLAM activities in the last two months have been quite happening!

Subhashish Panigrahi's blog post was published on OpenGLAM website on August 27, 2014.

After Open Knowledge Festival in Berlin, OpenGLAM members and other GLAM contributors met again during Wikimania London, the official annual event of the Wikimedia movement focused on what people are making with wikis and open content. There were GLAM talks, workshops, discussions and brown bag talks: in this blog I’ll go into some of the highlights, but you can find an overview of all GLAM & Free culture submissions here.

Best practices for the evaluation of GLAM-Wiki cooperation

A GLAM-Wiki evaluation workshop was organized by Beat Estermann, Maarten Brinkerink and Wikimedia Foundation’s Program Evaluation specialist Jaime Anstee to assess the impact of the past GLAM projects and to create a road map by placing evaluation parameters in place for institutional collaboration. From the GLAM wiki residency project at Wikimedia UK, Jonathan Cardy presented the evaluation process needed in place for Wikipedia-in-Residence programs. Wikimedia Deutschland (WMDE)’s Lilli Iliev shared information about the evaluation practices WMDE has put in place in order to implement small to large scale GLAM projects in Germany. While working with various cultural institutions in Germany, they focused on qualitative aspects of the content acquired, on goal oriented programs like “GLAM on Tour”, and on mass outreach by popular media and post campaign impact measuring. Four groups were then formed to work on particular GLAM projects, how they plan to evaluate tangible output and measure return on investments.

Have you heard?

In the scope of the Wikipedia Voice Intro Project that he founded, Andy Marbett (http://pigsonthewing.org.uk) spoke about the beauty of having recordings of notable people where they not just pronounce their names in their native languages, but introduce themselves with their dates and places of birth. With BBC’s collaboration, this project has grew to an avenue on Wikipedia to enrich biography-articles. This is indeed a project that has run absolutely in zero cost and aims at making Wikimedians meet their stars and document their voices for ever on the Internet. The full video of the talk is available below.

Video

For more details visit https://cis-india.org/openness/blog-old/open-glam-august-27-2014-subhashish-panigrahi-open-glam-at-wikimania-2014

Open Source Project Brings 11th Century Kannada Verses Online

subha — 2014-04-06T06:00:47Z

The post was co-authored by Pavithra Hanchagaiah, Omshivaprakash H L and Subhashish Panigrahi and published in the March issue of Foss Force.

Click to read the original published on the website of Foss Force here.

Vachana sahitya is a form of rhythmic writing in Kannada poetry that evolved in the 11th century C.E. and flourished in the 12th century as a part of the Lingayatha movement. More than 259 Vachanakaras (Vachana writers) have compiled over 11,000 vachanas. 21,000 of these verses which were published in a 15 volume set, “Samagra Vachana Samputa,” by the Government of Karnataka, a state in South West India, have been digitized. Two Wikimedians along with Kannada linguist and author O. L. Nagabhushana Swamy are involved in the Unicode conversions, corrections and writing the preface for these verses. The entire work is now available as a standalone project called Vachana Sanchaya and ready to enrich Kannada WikiSource.


Palm leaf of 11th and 12th Century with Vachana poems in Kannada language

This project was started a year ago when Kannada Wikimedian Omshivaprakash was trying to help Professor O. L. Naghabhushana Swamy and Kannada author and publisher Vasudhendra to easily access the vachana (verses) of Vachana Sanchaya. Swamy had challenges in using publicly available content on Vachanas since the data was in ASCII and searching text was a huge problem. Pavithra Hanchagaiah started helping to collect information about about vachanas and document them into Unicode by writing scripts to customize open source software to convert the Kannada fonts from ASCII into Unicode.

After further discussions, it was decided to get thousands of vachanas into a database, making them easily searchable with an index. This required us to build a platform on which this could be done. The fruits of our labors will help linguistic researchers and students as well as the public at large, anybody who’s interested in reading and studying Vachana literature. With this idea, Omshivaprakash started designing the model and his colleague Devaraju started building it. In the meantime, Pavithra was running various scripts to fix errors in the conversion of the ASCII text to Unicode, confirming that the data was ready to be consumed by the modules developed for the concordance. We spent weekends and holidays executing this project from home and would sync up once in a while online.	Pavithra Hanchagaiah and Omshivaprakash H L

After further discussions, it was decided to get thousands of vachanas into a database, making them easily searchable with an index. This required us to build a platform on which this could be done. The fruits of our labors will help linguistic researchers and students as well as the public at large, anybody who’s interested in reading and studying Vachana literature.

With this idea, Omshivaprakash started designing the model and his colleague Devaraju started building it. In the meantime, Pavithra was running various scripts to fix errors in the conversion of the ASCII text to Unicode, confirming that the data was ready to be consumed by the modules developed for the concordance. We spent weekends and holidays executing this project from home and would sync up once in a while online.

Pavithra Hanchagaiah and Omshivaprakash H L

With constant feedback and guidance from Mr. Swamy and Vasudendra, we learned how a concordance of text is used by researchers and what would make it easier for them to do their research. Omshivaprakash worked on the architecture of the platform, decided the infrastructure requirements and managed the entire project. Free and open source software technologies were used for keeping the platform active. Pavithra was involved in providing critical hacks for digitization and offered valuable input through suggestions, feedback and Q&A.

Working system

At present, the system has around 200,000 unique words in the repository. It was an extensive learning process, as we used our free time to solve real time issues. Moreover, it was a work of the Kannada language that needed quick attention. Vachana Sanchaya is meant to be more than just a repository of the text online; it’s meant to be a tool for researchers.

For example, as a user searches the words on our system, he or she can see who has used the word in which Vachanas. To improve readability, the searched text string is highlighted in each Vachana that is displayed. To repeat the search for a specific Vachanakaara, the user needs only to click on his or her name on the graph provided on the result page. We have used the MediaWiki jquery-ime input tool architecture that helps us provide the user with the ability to directly enter Kannada text in Unicode for a search.

Public response

We are glad to see people accessing vachanas from our Facebook, Twitter and Google+ channels. Thousands read them every day and it has become a part of many people’s daily routine. There have been more than 50,000 page views on social networks and 500,000 page views on our site in the first few months after our platform’s public launch. Some of the most commonly searched Kannada words are “ಕರ್ಮ”(Karma en: Work/Deed), “ಸತ್ಯ” (Sathya en: Truthfulness) and “ನದಿ” (River).

ಆಂಗೀರಸ, ಪುಲಸ್ತ್ಯ, ಪುಲಹ, ಶಾಂತ,
ದಕ್ಷ, ವಸಿಷ್ಠ, ವಾಮದೇವ, ನವಬ್ರಹ್ಮ, ಕೌಶಿಕ, ಶೌನಕ, ಸ್ವಯಂಭು, ಸ್ವಾರೋಚಿಷ, ಉತ್ತಮ, ತಾಮಸ, ರೈವತ, ಚಾಕ್ಷಷ, ವೈವಸ್ವತ, ಸೂರ್ಯಸಾವರ್ಣಿ, ಚಂದ್ರಸಾವರ್ಣಿ, ಬ್ರಹ್ಮಸಾವರ್ಣಿ, ಇಂದ್ರ ಸಾವರ್ಣಿ ಇವರು ಇಪ್ಪತ್ತು ಮಂದಿ ಪ್ರಪಂಚ ನಿರ್ಮಾಣ ಸಹಾಯ[ದ]ವರು. ಹತ್ತೊಂಬತ್ತು ಎಂದರೆ ಪುಣ್ಯನದಿಗಳು. ಅದು ಎಂತೆಂದಡೆ: ಗ್ರಂಥ

– An example of a vachana from the Vachana Sanchaya project.

Plans for the future

Our system is extensible with respect to adding new features. We have a review desk for researchers to help with the review of content. Later we will be adding required references to Vachanas from various research works on this literature. The content is available for the public through OpenData API and will be distributed in the public domain through WikiSource once the review work is complete. This will open up the system for students, developers, researchers and anyone interested in working to build linguistic tools for Kannada and other Indic languages.

This system will evolve so it can be used for other literature projects. Vachana Sahitya will further help us to initiate Natural Language Processing (NLP) projects if more researches get together to tag the words, glossary, etc. We can also add various language tools such as a spell checker and grammar checker through crowd-sourcing development. The forthcoming project under the “Kannada Sanchaya” are Sarvagnana Vachanagalu and Dāsa Sanchaya which are already in the pipeline. Our idea is to extend this platform to include works from antiquity (Vyasa, for example) to the early 20th century (e.g., Muddanna) and possibly even include contemporary literature that’s available in the public domain.

For more details visit https://cis-india.org/openness/blog-old/foss-force-open-source-project-brings-11th-century-kannada-verses-online

Open source effort gives indigenous language an official typeface

subha — 2016-08-03T02:00:36Z

Santali, an aboriginal South Asian language, has a brand new freely licensed font and set of cross-platform open source input tools on the way.

The article was published by Opensource.com on July 8, 2016.

More than 6.2 million people in four South Asian countries (India, Bangladesh, Nepal, and Bhutan) speak Santali. In India, it is one of the 22 major languages as mentioned in the eighth schedule of the Indian constitution. However, Santali is not the official language in regions where it is largely spoken, nor is it widely taught in schools. A large segment of the native speakers are socially and economically disadvantaged, which doesn't help either.

When it comes to mainstream media and the Internet, use of the native Santali alphabet, Ol Chiki, is limited. Right now there exists no single, fully Unicode-compliant website with Santali content. The Indian government's Ministry of Tribal Affairs, which is set up for the development of many aboriginal groups in the country, does not have its web portal in Santali or any other indigenous language. However, the government announced last year that it would make native Indian language input mandatory in mobile phones.

The need for a typeface, especially in a universal encoding standard like Unicode, became apparent during a three-month digitization project on Odia Wikisource, an Odia-language online library and sister project of Wikipedia. Many of the students who were part of the digitization project were native speakers. The students shared how they couldn't opt for education in their own language, thus affecting their knowledge and understanding of the written language.

The question whether digital activism can help revive indigenous languages was discussed at the 2015 Global Voices Citizen Media Summit in Cebu City, Philippines. After the event, a pilot project was started within the Center for Internet and Society's Access to Knowledge program to create a freely licensed font and input methods so that anyone can easily type in their native language.

The typeface family was designed by type designer Pooja Saxena and went through several rounds of review by language experts. However, the typeface is still one step away from reality. Because of this, two input methods will be made available along with the typeface; Sarjom Baha, a phonetic input method so that every common user can easily type the they pronounce the words, and InScript, a keyboard layout standard for Indian scripts. Even though the original plan was to create a editor community to contribute to the Santali Wikipedia and bring it live from Incubator, outputs will just be distributed for the users to use them.

The input method will also be available on Mediawiki so that the input methods will be available on Wikipedia and all its sister projects. Hopefully in the future, a group of contributors will use the tools, contribute, and bring the Santali Wikipedia live!

For more details visit https://cis-india.org/a2k/blogs/opensource.com-subhashish-panigrahi-july-8-2016-open-source-effort-gives-indigenous-language-an-official-typeface

Open Movement in India (2013-23): The Idea and Its Expressions

soni — 2024-02-13T02:57:29Z

This report identifies some broad patterns that have materialized in the Open Movement in the country in the last decade. The report is based on a reading of the available literature on selected projects and conversations with academicians and advocates of the Open. The rough outline of the Open initiatives is accompanied by reflections on the nature of the Open here and the need to envision it differently from what it currently is.

The report was prepared by Soni Wadhwa, and the visual elements of this study have been sourced by Joseph Francis. CIS’s Access to Knowledge team is grateful to Soni for embarking on the study and making the recommendations. The full report can be read here.

Open, as an idea, has not received systematic attention in India. Openness as a philosophy is rooted in the belief that sharing ideas and resources is healthy for the knowledge economy, especially in contemporary times. This sharing does not take anything away from any entity; rather, it enables collaboration and innovation for the larger social good. With the Internet and digital technology, one can see the faster spread of such innovation across the globe while also allowing for plenty of room for its adaptation to regional contexts. Anchored in the thought and efforts of individuals such as Richard Stallman (1992; 2002; 2006; 2009) and Tim Berners-Lee (Berners Lee, 2004; Berners-Lee, Hendler and Lassila, 2001; Berners-Lee et al 1992; Berners-Lee and Tim, 2010; Berners-Lee, Tim and Hendler, 2001; Berners-Lee, Tim and Shadbollt, 2011; Bizer, Heath and Berners-Lee 2011) who take a view contrary to that of keeping public funded research and innovation locked away under copyright and patent laws, the Open Movement originated in the Global North.

In the West, specifically in the USA, with the support from the institutions such as the Hewlett Foundation and the Bill and Melinda Gates Foundation, the manifestation of the Open Movement through the push for OER (Open Educational Resources) translated into a greater uptake from educational institutions such as Rice University and the MIT (through MIT OCW – Open CourseWare)(Bliss and Smith, 2017). With prestigious universities offering MOOCs (massive open online courses) through platforms such as edX and Coursera, educational resources have come to be seen as a social good: keeping them available for mass access has been an intentional move towards equal access to quality educational materials. In addition to OER, Open Access (the idea that research funded by public funds need to be made available publicly rather than behind a paywall erected by commercial publishers), as an expression of the Open Movement, has also been present in institutional funding mechanisms in the West, again, especially in the USA. A lot of research emerging out of grants extended to individuals and institutions have space for allocation of funds towards the cost of Open Access publishing for dissemination of results. Several other initiatives such as the Creative Commons, and the Wikimedia Foundation have been working towards making Openness a reality by charting out various projects, pathways, and initiatives to keep knowledge accessible to all for learning as well as collaboration.

In India, the state of the Open Movement is thrown into stark relief by the much longer and much more engaged Western imagination and practice of Openness. Indeed, studying its contours here is equivalent to studying its absences and is therefore very challenging. Here, Open, as an idea, has come via the West and still seems to be struggling to be defined and accepted as an ideal to strive towards. It is an alien concept, deeply misunderstood by the stakeholders who control sharing of knowledge resources: policy makers, legislators, leaders of research and institutions, and researchers and academicians in general.

To suggest another example, a pilot survey of Indian faculty members’ attitudes towards use of Open Knowledge sources such as Wikipedia in Indian classrooms reveals that faculty members are very suspicious and skeptical of such sources. They see it as a source of misinformation and therefore, as unreliable.What gets missed is the idea that the content on these sources is not merely for consumption of information and knowledge but are also platforms for knowledge creation and collaboration. In contrast to the two scenarios of OER and Open Access mentioned above, India does not show a long history of organized effort towards making information and knowledge accessible to all, not just through earmarking funds or mechanisms for making publicly funded research available in the public domain via Open Access, but through nurturing a culture of the Open as the default mode of dissemination.

What, then, are we to make of the direction in which the Open Movement is headed in India? Is it possible to shape its trajectory in India? Is it possible to ascertain the ways in which the ideas or benefits of the Open can be made to resonate with the Indian educational and research scenario? Can Indian educators and researchers afford to stay out of the Open ecosystem? What alternative modes of innovation do they champion? These are the questions that this study of the Open Movement in India in the last decade (2013-2023) seeks to explore.

The study is not an exhaustive one: it looks at only some examples that engage with the idea of the Open. The selective nature of the study is informed by two rationales. One, an all-encompassing review would be impossible given the constraints on time and resources: indeed, such a review would be the task of a full-fledged tracking project (which is one of the futures that this report suggests at the end). Two, given that Open does not have a clear pathway or a central, strategic vision to drive it as a movement, the selection of projects themselves is a symptom of the disjointed ways in which the idea of Open struggles to take shape or survive in India.

The year 2013 has been chosen as a starting point for this exploration because it was the year the Wikimedia Foundation extended a grant to the Centre for Internet and Society, Bangalore, to work with various Wikipedia communities in India towards the growth of the Open ecosystem in India. This last decade then is of grave importance to the CIS because it helps the organization reflect on their own work vis-a-vis that of other Open advocates CIS’s work, since then, is available on its website through details of its initiatives via its Access to Knowledge and Openness Programmes (see, for instance, their work on bridging gender gap on Indian Wikimedia communities, apart from a host of other training and advocacy initiatives here). This study is an aid to survey the idea and expressions of the Open as a broader movement and thus help CIS reflect on new directions and strategies to be pursued in the near future, to begin with.

However, there is more to the year 2013 than the happenstance of the grant to CIS per se: indeed, one can spot other organized efforts emerging in the Indian ecosystem since then. NPTEL (National Programme on Technology Enhanced Learning), which was established in 2003, began to offer MOOCs on its platform in 2014. Coincidentally, 2013 was also the year the Bichitra Project (an online variorum of the work of the Indian Nobel laureate Rabindranath Tagore), funded by the Ministry of Culture, went live. Together, the international foray into the Indian Open Movement and the governmental gravitas to strive towards making education and the literature of a great Indian author) accessible provide the rationale for this study’s focus on the examination of the nature of championing for the cause of the Open, its successes, failures, and potential for its growth in the next decade.

The approach or methodology to explore answers to these questions involved: analysis of primary as well as secondary research available on the different initiatives in India; interactions with experts working in the Open domain in India including some Indian academicians, especially on the discussion of Open Access which impacts their publishing record, and in turn, impacts their career advancement. The reading and the conversations supplemented each other in the process of investigation: the existing literature provided facts through texts (blogs, papers, documentation on websites and so on) while the interactions opened up more nuances of intersections through perspectives that do not always make it to the static texts.

Any study on the Open Movement in India owes a huge debt to Arul George Scaria’s gargantuan Open Science India Report (2019). At over 350 pages, it is a detailed study of Open Access projects and also includes a survey conducted among academic fraternity. It also offers concrete suggestions to strengthen access in research. It is remarkable for the larger view it takes of access to include access for persons with disabilities and access in terms of language, suggesting that research should also be accessible in Indian languages, and also in jargon-free English for wider audiences. Apart from Scaria’s study, there are journalistic pieces about Open Data in India, given the relevance it has for governance.

This current study does not aspire to be monumental like Scaria’s. However, it is hoped that its relevance to the ongoing conversations about openness would be noted at at least two levels. One, between 2019 (when Scaria’s report was published) and 2023 (the end point of this study), socioeconomic changes such as COVID-19 and the resulting remote work, one expects, have highlighted the significance of openness. For instance, given the serious constraints it posed for travel, a lot of commercial publishers kept their resources open so that further research, within medicine and outside, could keep happening. Thus, it becomes imperative to understand if the Indian ecosystem displayed any stronger endeavor towards openness. To anticipate a couple of suggestions discussed in the report below, certain things such as Indian researchers’ apathy or disdain for Open Access has not quite changed in the span of these four years. However, Government of India’s open initiatives such as Anuvadini and Bhashini around tools for navigating and producing content in Indian languages have started to appear.

Two, Scaria’s study subsumed all knowledge under “science”: in other words, science, in his report, is a metonym for knowledge. This current study, in being inclusive of humanities and the arts, especially as relevant to Open GLAM (Galleries, Libraries, Archives, Museums), engages with knowledge or movement in general irrespective of its disciplinary boundaries.

With that statement on where this report is situated, some notes about its structure are in order. This study begins with an overview of the legal and policy environment in India. It then moves on to explore the nature of Open projects in India. There are many ways to organize the narrative around Openness, with the domain wise bifurcation of the different aspects of the Open (The OPEN Movements, 2023). In contrast, this goes on to organize the projects around positionalities, rather than the domains. That is, the different projects and initiatives are narrativised as:

Public funded projects: These are endeavors emerging from funds provided by the Ministry of Education and Ministry of Culture and distributed via grants to Higher Education Institutes in India, especially the IITs. They stand out as one category in that they are characterized by:

The vision to provide basic infrastructure of education and archival material in the public domain
The capacity to think and execute in terms of massive impact and scale
A wide scope for aiming higher in terms of innovation, approach, and access

Volunteer undertakings: These are projects undertaken by non governmental organizations such as the Sanchaya Foundation, SFLC (Software Freedom Law Centre) and FOSSUnited characterized by:

A niche focus on a language or a domain or an audience
A preoccupation with developing a community rather than delivering an output
A qualitative aspect to engagement and documentation, as opposed to impact in terms of numbers

Within volunteer undertakings, the role of philanthropic foundations is very briefly touched upon. There are entities such as the SRTT (Sir Ratan Tata Trust) and SDTT (Sir Dorabji Tata Trust) that supported the cause of the Open in the initial stages via their investment in the larger educational and cultural cause. These foundations also seem to have discontinued their efforts in the long term perhaps given the scope of work involved. In addition to philanthropic foundations, mention is also made of international projects. The international Open Knowledge projects in India involve the Wikimedia Foundation and the Mozilla Foundation that have funded various initiatives in India and have continued to stay invested in the larger vision as well as execution of Openness through their grants.

The discussion of the above mentioned types of projects is followed by an examination of the attitudes of academicians teaching at Higher Education Institutes towards Open Access as a specific niche within the Open Movement. Conversation with faculty members in different institutions reveals that Open as an idea is not quite clear to the academia, or at least occupies a space of dissonance: while it is desired as an ideal, it is very strongly constrained by the judgments of fellow peers and employing institutions. In contrast, conversations with experts in Open Access reveals that Open Access deserves a much stronger effort: not just to push for policy changes but also to decolonize Indian academia.

The study concludes with some threads that can be pursued from the projects the Open Movement in India has witnessed in the last decade. These points of engagement could become points of reflection for further initiatives in the next decade or two.

For more details visit https://cis-india.org/a2k/blogs/open-movement-in-india-idea-and-its-expressions

Open Knowledge Festival 2014

praskrishna — 2014-07-28T10:17:38Z

Subhashish Panigrahi represented India as the India Ambassador of OpenGLAM local in Berlin. The event was organized by Google, Omidyar, et.al., in Berlin from July 15 to 17, 2014.

Click to read the details on the website here. See the official programme here. Download Subhashish's presentation at this page.

Subhashish presented on the following:

Situation in India

Wikimedia India chapter and WMF's India program working on first India GLAM project
Good traction of image contribution through Wiki Loves Monuments photo contest
Mass communication and other media institutes slowly taking interest in open audio library
Digitization is a priority across government departments, with funding available
Majority of GLAMs lack knowledge about open culture, need for outreach
Relicensing and book digitization have gained public interest
Goals of the survey
Data
Mapping the sector
Encourage institutions to think beyond their digital strategy
Show institutions what is there for them

What we have done so far

Started filing Right to Information (RT) asking state government departments for lists of institutions
Reached out to WMIN (Wikimedia India chapter) for help in creating a list
Difficulty with getting people and contact details

Collaborative Presentation

OKFest2014 glam-survey_workshop_20140717 from Beat Estermann

For more details visit https://cis-india.org/news/ok-festival-2014

Open Knowledge Day at Mysore

praskrishna — 2014-07-14T09:41:39Z

Mysore University along with the Centre for Internet and Society's Access to Knowledge (CIS-A2K) team invites you to an Open Knowledge Day at the University of Mysore on July 15, 2014.

We signed a memorandum of understanding (MoU) with the University of Mysore earlier this year in January to re-release the first six volumes of their Kannada encyclopaedia under Creative Commons (CC) license.

CIS-A2K facilitated extracting the legacy text from the soft-copies, converting them to Unicode, distributing the files among volunteers and Christ University interns and uploading them to Kannada Wikisource. So far about 1200 articles have been added. These articles will feed to articles in Kannada Wikipedia.

To commemorate this, the University of Mysore and CIS-A2K is organizing this event. This will also coincide with the Open Knowledge Festival happening at Berlin from July 15 to 17, 2014.

The invitation for the Mysore program given below:

For more details visit https://cis-india.org/openness/events/open-knowledge-day-mysore

Open Education Week: Interview with Subhashish Panigrahi

noopur — 2014-04-04T09:20:49Z

Noopur Raval interviewed Subhashish Panigrahi from the Centre for Internet and Society's Access to Knowledge team about sharing information resources and attribution in academia.

Subhashish Panigrahi works as a Programme Officer for Community and Program Support, Access To Knowledge (A2K) for Centre for Internet and Society. Supported by a grant from the Wikimedia Foundation, the Access to Knowledge program promotes participation in Indian language Wikipedia projects. As a part of his role, Subhashish interacts with school and university students from different parts of India regularly. In this interview, he reflects on how students are aware (or not) of attribution.

Read the original published on Commons Machinery website here.

What is the general trend around sharing information resources and attribution among students and teachers?
It is funny to know most students I have spoken to rely on photocopied notes provided by their teachers and try to keep the writing style and sentence structure same as the notes. They don’t know that copying answers or quotes amounts to plagiarism. It is the same for many teachers who teach them to keep the beauty of the author’s writing without modifying it. Also, when I visit universities and interact with professors and students, most consider Google and Wikipedia their best friends, primarily for the quick access to information and imagery. I get a lot of questions about the proper procedure of inserting images that appear in Google search in Wikipedia entries. Many student projects are focused on getting the best pictures available on the internet which means they may download copyrighted images (with watermarks) and modify them. With music and video, it is even worse.

Does the current situation become problematic when you encourage students to contribute to Wikipedia?
It often does. For instance, when we initiated the India Education Program (IEP), as a part of Wikipedia Education Program (WEP), to include editing Wikipedia articles as part of academic curricula. Started in 2011 as a pilot program in the city of Pune, IEP engaged with over 1000 students on English Wikipedia. But the lack of education about copyright violation, and a habit of copying notes from books and other sources affected the program outcome. Many articles were copied from books and internet portals without even paraphrasing, which is completely against Wikipedia policies.

What could be the possible reasons for the lack of basic awareness about how to share information among these students?
Self-taught knowledge about the Internet and the idea of the Internet as a place with few restrictions could be a few of the reasons for these problems. Frequently, social media platforms do not have barriers to downloading and sharing content produced by people in your network. With mobile devices, all incoming content is downloaded and stored on your phone. Often, people crop incoming images or modify them and share them in small networks. Although they do it in good faith, information keeps getting reused very rapidly without any credits or metadata.For a new media educator like me, it is easy to explain why and how to contribute to Open Knowledge projects like Wikipedia…but attribution, and why appropriate attribution is crucial to information sharing, are very difficult things to teach. Most students feel like it is not really important to attribute correctly as long as you are not using it for profit or with bad intentions.

How do you deal with it individually and as a part of the A2K team?

It is crucial for educators, academics and everyone else to include education about Copyright and Copyleft in their syllabus so that students and faculty alike can know how not to violate copyright. At the same time, I think schools and universities are a great place to educate students about Open Access journals and the entire culture of knowledge producing/sharing beyond commercial gains.I often cite the example of one of my pictures that got featured in many international magazines and newspapers including The Conservation magazine and The Huffington post, which would not have happened if I hadn’t let the copyright go. I tell students that the biggest perk of contributing works in Creative Commons licenses is having a wide audience, especially young people. People release published information in free licensing when they hear about the opportunity to get enormously popular.

Similarly, BBC and Al-Jazeera have set great examples of mass donating imagery and video footage under CC. In one of our recent collaborations at the A2K program, the Goa University, on our request, changed terms of their licenses for a Konkani language Encyclopedia to Creative Commons license that has brought many volunteers to digitize and enrich the Konkani Wikipedia.

For more details visit https://cis-india.org/openness/blog-old/commons-machinery-march-14-2014-noopur-raval-open-education-week-interview-with-subhashish-panigrahi

Open Access: Students help revive and digitize rare books for Malayalam Wiki Library

praskrishna — 2014-07-28T08:50:07Z

The blog post that quotes Centre for Internet and Society was published in SPICY IP on July 15, 2014.

The New Indian Express reports that in a terrific effort, more than 1000 school students and 234 members of the public across the state of Kerala digitized, proof-read and uploaded more than 150 rare and out-of-copyright Malayalam books as part of a digitization contest organized to celebrate the 10th anniversary of the Wiki Source project by the Centre for Internet and Society, the state government run IT@School project, Swanthanthra Malayalam Computing and the Kerala Sahitya Akademi online library.

While these rare books were already in the public domain, the importance of preserving them in an accessible format cannot be emphasised enough. Books published as early as 1772 are now available on Wiki Grandhasala, the Malayalam wiki library to which these digitized copies have been uploaded. As they have been digitized rather than simply scanned, one can also search through them for keywords/phrases. If I’m not mistaken, OCR solutions for Indian languages either do not exist or are not of reliable quality. This would mean that much of the over 13,000 pages were typed out! I understand that these articles will also be used to cross reference wikipedia articles as well.

A big round of applause to all the involved parties for organizing and participating in this great effort at preserving as well as making accessible local literature and culture, that could otherwise be at a risk of getting lost amongst unhelpful copyright laws and/or tarnished or lost physical copies amongst other risks.

(I’m not sure if these overlap but as we reported here, there also seems to be the Kerala State Central Library that makes rare books available as well).

Can this effort be replicated in other states? I know the Panjab Digital Library is another resource that looks to do something similar. Their mission statement includes: to locate, digitize, preserve, collect and make accessible the accumulated wisdom of the Panjab region, without distinction as to script, language, religion, nationality, or other physical condition. There is also the Digital Library of India, hosted by IISC Bangalore, which states that they are trying to digitize all the significant works of mankind! If our readers know of other such databases, please do let us know in the comments.

For more details visit https://cis-india.org/news/spicy-ip-swaraj-paul-barooah-july-15-2014-open-access-students-help-revive-and-digitize-rare-books-for-malayalam-wiki-library

Open access platform to save the Odia Indian language

subha — 2014-10-24T15:32:40Z

In February 2014, the Government of India declared the South Asian language Odia as the 6th classical language of India which is one among 22 scheduled languages of India and has a literary heritage of more than 5,000 years. There are documents for more than 3,500 years, and the rest are undocumented oral histories.

The article was published by Opensource.com on October 22, 2014.

The native Odia speakers became hopeful of getting a lot of language related projects implemented to grow the lineage of this long literary heritage and see the language used and spoken globally, not just in literature but in computer and mobile games, interactive computer applications and in other digital media—and to reach the masses as a communicative language.

So far, not many federal initiatives have been put into place, nor a single policy level change has been made, to implement a standard as simple as like Unicode for easy access of information. And, there are very few mobile apps that offer concise and easy to digest content. Overall, there is not much content online that is available in a standard format that is easy to search, access, and reproduce,

Wikisource is here to change that and is working to open up a whole new world of online resources for readers.

With more than 40 million native Odia speakers living in the Indian state of Odisha and its neighboring states and the diaspora in rest of the world—primarily living in countries like the US, UK, UAE, and many of the South and East Asian counties—far less content in the Odia language has been made available on the Internet. The highest is Odia Wikipedia, with 8441 articles created by October 2014. A bigger problem is that though there are a few websites with Unicode content, government portals do not have content in Unicode to make them searchable and reusable. A non-profit Srujanika, with support from two other institutions, has digitized around 740 books under the scope of the project: Open Access to Oriya Books (OAOB), most of which were published between 1850 and 1950. This remains the largest digital archive so far for the Odia language, yet all of the books are scanned PDFs, restricting searchability of the content.

Odia Wikisource is a project that aims for the digitization of rare books that are out of copyright. The project is even allowing authors and publishers to donate their copyrighted work by re-licensing under CC0 or CC BY-SA licenses. The goal is to bring about access to large volumes of books and manuscripts and create more Open Educational Resources (OERs). The single biggest advantage of the Wikisource project at-large is that it makes text for books available in Unicode standard, making it searchable on the web and allows readers to copy and use it elsewhere. Most other conventional archival systems lack this important feature.

Wikisource is run by a volunteers and communities who often retype or prepare the books by Optical Character Recognition (OCR), a technique that converts scanned images of books into text. Participate and contribute to Odia Wikisource by visiting or.wikisource.org, the project is open to all who want to help!

As a Wikimedia project, Odia Wikisource went through a thorough and long approval process for about 1 year and 9 months, as an active incubator project—first by the Language Committee and then by the Wikimedia Foundation's Board. During this incubation phase, the project has digitized three books completely and one partially—thanks to the individual contributors. An educational institution Kalinga Institute of Social Sciences (KISS) in collaboration with the Wikimedia funded Centre for Internet and Society's Access To Knowledge (CIS-A2K) are in the process of digitizing 9 books by the author Dr. Jagannath Mohanty that were re-licensed to CC BY-SA 3.0 earlier this year.

Four new Wikisource contributors joined the project in response to a tweet and a Facebook post by the author to digitize The Odia Bhagabata, classic literature compiled in 14th century. "Content that has already been typed in fonts of various non-Unicode based encoding, now they can be converted by (this) like it was done for The Odia Bhagabata, that was typed and available on the community hosted website Odia.org. New contributors did not face the problem of retyping,” says Manoj Sahukar, who along with the author designed a converter for reading text and transforming into Unicode for The Odia Bhagabata.

Questions for early contributors to Odia Wikisource

Subhashish Panigrahi (SP): You have been with Odia Wikisource since its inception. How you think it will help other Odias?
Mrutyunjaya Kar, a long time Wikimedian who proofreads the books on Odia Wikisource: Odias around the globe will have access to a vast amount of old as well as new books and manuscripts online in the tip of their finger. Knowing more about the long and glorious history of Odisha will become easier.

SP: Do you think any particular section of the society is going to be benefited by this?
Nasim Ali, the oldest active Odia Wikimedian and Wikisource writer: Books contain the gist of all human knowledge. The ease of access and spread of books are the markers of the intellectual status of a society. And in this e-age, Wikisource can be helpful by not just providing easy access to a plethora of books under free licenses but also aiding the spread of basic education in developing economies. Together with Wikisource and cheaper internet this could catalyze a Renaissance of 21st century.

SP: How does it feel to be one of the few contributors to digitize Odia Bhagabata? How do you want to get involved in future?
Nihar Kumar Dalai, a Wikisource writer: This is a proud opportunity for me to be a part of digitization of such old literature. I, at times, think if I could get involved with this full time!

SP: You have digitized almost two books, are the highest contributor to the project and also one of the main reasons for Odia Wikisource getting approved. What are your plans next to grow it and take to masses?
Pankajmala Sarangi, a Wikisource writer: I would be happy to contribute by typing more books on Odia so that they can be stored and available to all. We can take this to masses through social, print and audio & visual media and organizing meetings/discussions.

For more details visit https://cis-india.org/openness/blog-old/open-source-subhashish-panigrahi-october-22-2014-open-access-platform-to-save-the-odia-indian-language

Only 8.5pc of Wikipedia Editors are Women. How do we fix the Gender Gap on the Internet?

ting — 2017-02-09T02:49:47Z

Women-related articles are generally shorter, more prone to deletion, and more likely to be peripheral pieces under male-centric articles.

This was published by Your Story on February 7, 2017.

I was beginning an introduction session at a college in Vijayawada. While my audience (mostly female students) was giggling, I wrote down a simple question on the whiteboard:

“I see more men than women in _____”

The response was some more shy giggling until some students slowly raised their hands. “Sports!” “Technology companies!” “Conferences!” “In governments!” “…When I am in my class.” There is no denying that we all observe the underrepresentation of women at some points and occasions in our lives. However, it is much harder to imagine and notice that Wikipedia, the most used online encyclopaedia and the 7^th most visited website worldwide, also poses a problematic imbalance in its content and editor demographics.

In 2011, a survey carried out by the Wikimedia Foundation found that only 8.5 percent of Wikipedia editors were female. Since then, the awareness has risen; many have found the editor demographic imbalance is a strong reflection of what the encyclopaedia does or does not cover, how the written language and discourse were constructed on the pages, and how discussion flows on article talk pages[1].

For example, scholars discovered that women-related articles are generally shorter, more prone to deletion, and more likely to be peripheral pieces under male-centric articles. To elaborate, in the network structure of Wikipedia articles, women’s pages lack centrality as they often provide links and mention related male figures in their writing but not the other way around. A glass ceiling also exists for the notability criteria. The threshold for a woman to be “notable enough” (from the perspective of a male-dominant community) to deserve a Wikipedia page is higher than that of male figures. Thus, the lack of women editors and an already male-centric structure pose a threat not only to the diversity of content but also to the very definition of knowledge.

But why?

For years, the foundation and local communities have tried to discover the reasons behind the gender gap and solutions to it. Former Wikimedia Foundation Executive Director Sue Gardner posted on her blog nine reasons that are off-putting for women when they edit Wikipedia.

The non-beginner-friendly editing interface
Lack of personal free time
Lack of confidence and self-efficacy
Unwillingness to stir up or participate in conflicts and edit wars
Feeling that their edits are “too likely to be reverted or deleted”
Misogynistic environment
“Wikipedia culture is sexual”
Being addressed as male in languages that have grammatical gender
Wikipedia is not as socialising or as welcoming as other websites

In India and other parts of the world, various reasons can also contribute to the problem. Awareness, for example, is the first barrier to be tackled. Many women did not know that Wikipedia is editable or that there are Indian language versions that they can contribute to. Internet access and facilities are a couple more reasons. In case someone does not have a personal computer, a woman is usually more cautious and skeptical when using a public internet café and staying out late. Similarly, families of young women editors can be more concerned about their daughters’ participation in men-organised/male-dominant communities, especially when there are offline (on-site) activities. The roots of the issue are not merely at the community level, but also sociopolitical and cultural.

Many events and initiatives have been carried out from local to global community levels. ‘Women in Red (WiR)’, for example, is a global initiative to bring more women-related articles online. It encourages editors to turn ‘red links’ (non-existing pages) into ‘blue links’ (existing Wikipedia page). The project has helped increase female biographies from 15 percent (November 2014) of total biographies on English Wikipedia to 16.75 percent (November 2016)[2]. In March, Wikipedia communities around the globe also celebrate ‘Women’s History Month’, when edit-a-thons (marathons for Wikipedia editing) are held to help create more women’s articles online as well as to recruit more female volunteers and spread awareness. However, is this enough?

“A new debate: what matters?”

As we are raising more awareness, integrating gender gap issues into the community’s strategy plans and coming up with more intervention ideas to reach more potential women editors, it is time to revisit the meaning behind the work. In my early research time, I was to believe that ‘retention rate’ (whether female participants will stay active after an event), ‘number of articles created’, and the ‘event continuation potentials’ are the key factors in determining whether an event can be called successful. But the ideas have slowly changed as I have got to reach more female participants.

As a matter of fact, Wikipedia is about voluntary contribution and negotiating for consensus in quality knowledge creation as well as maintaining a friendly and open environment for all. In other words, we can ‘nudge’ people into Wikipedia editing but we should not (and need not to) ‘push’ them to do it. Especially in the situation of a wide gender gap, we should not make women feel like they are tokenised in the process — that we are targeting them due to their gender and that they should contribute more because they are female, the minority. When asked about the existing problems in the current gender gap interventions, an active Wikipedian once explained to me:

“Say if you are writing the biography of someone then you should be familiar with and interested in that person’s work. That’s why sometimes those gender-specific edit workshops backfire... If you are creating a bio just because this person is a woman, then I think it is missing the whole point of Wikipedia.”

In my opinion and through discussions with several female Wikipedians, I have realised that there should be a new debate and investigation on how intervention goals should be set and what these actions’ long-term results would be. While focusing on the retention rate of a new Wikipedian after an intervention, we limit ourselves in the frame of time and numbers. We should, instead, understand more about new members’ experiences and feedback to pinpoint the good motivations and expected barriers for them. With this information, we should help establish the motivation in event follow-ups and to minimise their barriers as much as the community can. Secondly, article quality should be stressed upon —even if it takes more time to publish her/his first article, it is a much more fruitful learning experience to understand the responsibility of a Wikipedian. After all, low-quality articles not only do not contribute to Wikipedia content but also lead to more deletion, which can be a discouraging experience for those who are new.

For event continuation, we should guide the participants to community engagement and support them to carry out more event ideas that can suit their interests and goals. In short, it is about creating involvement, discussion, and a sense of community instead of continuously pushing events on our end and have the women be passive participants. When asked about how one can define a “successful gender gap-bridging event,” one of the active organisers told me:

“For me, it is when conversations are happening. It is when we have both men and women, and that we can openly have a discussion about the issue and the difficulties and how we want to see changes.”

To put it simply, I believe that we should look at experiences more than numbers, focus on quality more than quantity, and try to reach people (both men and women) to stimulate discussion more than being fixated on the contents needed to balance out the asymmetry.

How to fix the Wikipedia gender gap is never an easy question to ask, but what I am sure about is that Wikipedia and its communities should be empowering rather than result-oriented and that our learning still has a long way to go.

[1] A “talk page” is attached to each Wikipedia article (found on the top-left corner of an article), where editors can hold discussions and debates or leave comments during the editing process.

[2] https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Women_in_Red

For more details visit https://cis-india.org/a2k/blogs/your-story-ting-yi-chang-february-7-2017-only-8.5-percent-of-wikipedia-editors-are-women-how-do-we-fix-the-gender-gap-on-the-internet

Online Free Content in Telugu Wikipedia

praskrishna — 2015-02-19T15:51:32Z

Wikimedians gathered at Tirupati for a strategic meet. This was covered by the regional newspaper Andhra Jyothy

Click to read the article published on the website of Andhra Jyothy.

For more details visit https://cis-india.org/openness/news/andhra-jyothy-february-16-2015-online-free-content-in-telugu-wikipedia

Online bid for Science in Marathi

Admin — 2017-10-18T13:32:23Z

Pune scientists hold a workshop with Marathi Vishwakosh to thrash out how to provide more vocabulary for scientific discourse in the language, to cater to a vast majority that is not comfortable looking up info in English.

The article by Aparajita Vidyarthi was published in Pune Mirror on October 18, 2017.

City scientists have teamed up with the makers of the Marathi Vishwakosh and other organisations to promote the usage of the Marathi language for scientific discourse. Most of the scientific material available on the internet is in English. Thus, readers who wish to read this material in Marathi have fewer options. A workshop for the scientific scholars and authors was organised last week to urge them to write in Marathi. It was a joint effort by the Marathi Vishwakosh, Rawat’s Nature Academy, Centre for Internet Society and the Inter-University Centre for Astronomy and Astrophysics (IUCAA).

Mahtigar, the system operator of the Marathi Wikipedia, shared, “The number of scientists and scholars writing in Marathi has increased manifold, but there is still a long way to go as the number of Marathi readers are also increasing by the day. Also, I feel that even though the internet is a ready search tool, information is not that easy to avail of for the simple reason that it is not available in a layman’s language. For instance, if a person from the rural areas wishes to read and get information about the crops or agriculture, not much information is available in the language of his preference.”

He continued, “I still feel that initially, a bit of leniency to use technical words in English while writing scientific articles in Marathi should be given, since it will be easier to understand the material. Eventually, we can move on to using the technical Marathi words in articles.” It is being expected that by 2021, the number of Marathi readers of scientific journals will see a prominent incline. According to the KPMG and Google report, 80 per cent people in India will be using Indian languages to get information off the internet. Also, by 2021, around five crore of the Marathi population would prefer to operate the internet in Marathi only. Thus, efforts should be made to provide the material in the language.

Subodh Kulkarni, Marathi advocate from the Centre for Internet and Society, told Mirror,“The field of science is continuously expanding and evolving; the language has to do the same to stay on a par with it. Thus, continuous efforts have to be made to keep updating the dictionary and thesaurus of local languages. Supporting this cause, prominent scientist Jayant Narlikar among others has agreed to put his book on astrophysics on Wiki Source without copyrights. The book has been written in Marathi.” It has often been debated that usage of the internet is more in urban areas compared to villages. Surprisingly, on the contrary, the rural areas use the internet for 530 minutes per week, whereas city dwellers use only around 487 minutes per week.

Underscoring the immediate need for scientific content in Marathi, Pradip Rawat, director of Rawat’s Nature Academy, stressed, “Out of 12 crore Marathi speakers, only around 50,000 know English. What about the rest? Scant information is available for Marathi readers. Even though the fisherman and labourers have access to the internet via the smartphone, they can’t really decipher the information owing to the language barrier. The Marathi encyclopedia will now be linked to the Marathi Wikipedia, so that more and more information is available for the people. I think it is a watershed moment. During the workshop, we also discussed about a comparative chart of where the other Indian languages stand. We have to strengthen Marathi on the internet. This way we will be able to approach the commonest person of the country.”

For more details visit https://cis-india.org/a2k/news/pune-mirror-october-18-2017-aparajita-vidyarthi-online-bid-for-science-in-marathi

Ongoing Proof-reading Effort by ALC Student Wikimedians in Telugu Wikisource

Pavan Santosh & Ting-Yi Chang — 2016-12-30T11:00:09Z

Student Wikimedians at Andhra Loyola College, Vijayawada formatted and proof-read more than 1,900 folios in Telugu Wikisource during the last few weeks of November (2016). Each day, a group of twenty students uses the lab facility provided by the college after regular classes to make necessary formatting changes and fix spelling mistakes in the folios of books available in Telugu Wikisource. Till date, the student Wikipedians have proofread eight books.

The work was initiated and supported by CIS-A2K members who organized a proofreading workshop of the Bible Bhashya Samputavali Volume 06 on Telugu Wikisource in Andhra Loyola College during 18 to 20 November 2016. During the workshop, Telugu Wikimedian Gullapalli Nageswara Rao (User:Nrgullapalli), along with CIS-A2K community advocate Pavan Santhosh helped students to learn about the process of digitizing book in Telugu Wikisource and other formatting aspects involved. In this event, nearly twenty students picked up the skills required to proof-read a book as well as the formatting techniques in Telugu Wikisource. Some students had also started to proof-read three other books that are currently available in Telugu Wikisource.

This event also marked great effort and accomplishment of promoting gender balance and diversity in local community events — as the organizers and institution successfully assured a minimum 50% female participation rate throughout the three days. CIS-A2K member Ting-Yi Chang also gave a short introduction to the participants about the issue in Wikipedia (media) Gender Gap. Students who had previous Wikipedia editing experience at the ALC were also invited to the session, rendering around thirty female audience. The presentation included small brainstorm activities for students to discuss reasons behind the gender asymmetry online and on Wikipedia/media projects, as well as how we as community members can make a difference to help women feel more welcomed.

A follow-up Wikisource session was conducted on 25 and 26 November 2016 for students to learn about the remaining steps in digitization and the OCR tool. Thanks to encouragement and motivation given by Principal Rev. Fr., Dr. Peter Kishore, staff members Prof. Siva Kumari, and Dr. K. Sekhar, the student Wikipedians had started to contribute to Wikisource after class for at least a couple of hours every day. These events and accomplishments show remarkable efforts and dedication from both student Wikimedians and the institutional partner.

For more details visit https://cis-india.org/a2k/blogs/ongoing-proof-reading-effort-by-alc-student-wikimedians-in-telugu-wikisource