Outreach Wiki outreachwiki https://outreach.wikimedia.org/wiki/Special:MyLanguage/Main_Page MediaWiki 1.47.0-wmf.11 first-letter Media Special Talk User User talk Wikimedia Wikimedia talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk TimedText TimedText talk Module Module talk Translations Translations talk Topic 0 1187 277825 272748 2026-07-19T22:50:23Z ~2026-40655-39 57998 /* */ Start, TAX 277825 wikitext text/x-wiki __NEWSECTIONLINK__ {{TNT|GLAM navigation}} <div style="text-align:center; margin:auto; width:80%;"><span style="font-size:140%">One discussion page to rule them all!<br />'''Archives:''' [[/2010|2010]] – [[/2011|2011]] – [[/2012|2012]] – [[/2013|2013]] – [[/2014|2014]] – [[/2015|2015]] – [[/2016|2016]] – [[/2017|2017]]</span></div> __TOC__ [[Category:GLAM|Discussion]] = Test = 719 Candy Crush Saga Wiki: Tasty Sugar Track Edits Currently Out Of Control (TST), Most Edits were made on 6/23, No New Episodes Will Be Released on 6/24. 2:6 - 7:10, 155 days, (7:6+ to fill out). *7:11, 7;12, 7:13, 7:14, 7:15 (?) *7:16 (7:17) ''7:18'' *202 6525, Pot with Fork and Spoon, Bags with Sunglasses. *202 6526, Baskets, Tobacco Stuff or Socks. *202 6527, Food Shopping like Cola Bottles, Cans, Cordial and Others. *202 6528, Socks, Pairs of Shoes, Dressing Gowns. *202 6529, Towels, Cubes with Things. *202 6530, Cloths, Flowers Frisun or Soap. *202 6531, Food Shopping like Party Pies, Waters and Others. *202 6601, Pairs of Boots, Pillow or Podiatrist. *202 6602, Plates or Pans, Grated Cheese or Baskets. *202 6603, Forks, Pans and Other Kitchen Tools. *202 6604, Cups, Cordial Jug or Strawberry Milk. *202 6605, Food Shopping like Cans of Coca Cola, Waters, Cordials or Pile of Sauce. *202 6606, Purses, Lu Papers or Paper Towels. *202 6607, Candles, Statues or Pizza Boxes. *202 6608, Cups, Blankets and Others. *202 6609, Food Shoppibg like Cola Bottles, Sour Cream and Onion Chips or Cans. *202 6610, Towels, Cloths, Soap or Containers. *202 6611, Nachos, Apple N Raspberry Codrial or Stationary. *202 6612, Basket, Electric Bed with Instructions or Paint. *202 6613, Aerobar, Birthday Cake or Packet of Candles. *202 6614, Plates, Blankets or even Vacuum Cleaner. *202 6615, Towels, Cloths or Dressing Gowns. *202 6616, Smiths Chips, Heater Vents, Stuff for Lasagna or Cloths. *202 6617, Pans, Table Spoons or Lids. *202 6618, Food Shopping like Cans of Coca Cola, Waters, Milk and Others. *202 6619, Chocolate Milk, Cups of Tea or Extra Mints. *202 6620, Kitkats, Pens or Domino's Pizza. *202 6621, Blankets and Pillows or Vacuum Cleaner. *202 6622, Tea Towels, Cans of Coca Cola or Carlton Draught. *202 6623, Food Shopping like Bottles of Cola, Waters or New Pyjamas. *202 6624, Staples, Socks, Hats and Others. *202 6625, Kitchen Bowls, Pans and Others. *202 6626, Food Shopping like Colas, Milk or Rainbow Paddlepop. *202 6627, Tablemats, Sunglasses or Garden Plant. *202 6628, Boots, Sleep Medicine or Pillow. *202 6629, Sewing Machine, Tobacco Stuff or Pan. *202 6630, Food Shopping like Cans of Cocacola, Bottles, Kitkat or M&Ms. *202 6701, BBQ Chips, Biskits or Grated Cheese. *202 6702, Lighters, Plates or Cloths. *202 6703, Hot Dogs, Cola Cans or Lasagna. *202 6704, Mop, Battery Packs or Doorhandle. *202 6705, Video Cameras, Internet or McDonalds Bag?. *202 6706, Pans, Freshmint, or Hotdog Roll. *202 6707, Food Shopping like Cans of Coca Cola, Cola Bottles, Waters, Shopping Bag or Grated Cheese. *202 6708, Ktimes, Nutrigrain or Mueslibars. Current, 202 6709. ($#!+). *202 6710. (Cadbury Dairy Milk, Milk Chocolate). ''2026711'' == irc #wikimedia-outreach == I tried to join the #wikimedia-outreach irc channel but it redirected me to #wikimedia instead. Is the channel active, and how do I join it? or does this page need to be updated? --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 09:21, 31 January 2016 (UTC) : Hi [[User:Mu301]] I know this is 4 years late, did you athenticate your user on irc? --[[User:Jtm-lis|Jtm-lis]] ([[User talk:Jtm-lis|talk]]) 14:05, 16 November 2020 (UTC) :: So i just tried to join, something I should of done probably before replying to your comment, but it is an invite only channel. <code>14:07 <-- ChanServ has kicked jtm-lis (Invite only channel)</code> --[[User:Jtm-lis|Jtm-lis]] ([[User talk:Jtm-lis|talk]]) 14:08, 16 November 2020 (UTC== How to get notifications of events in my area before they happen? == Completely serendipitously I discovered there's an Art+Feminism editathon near me next month. How can I be notified of these things? The GLAM newsletter tells me what happened but not what's coming up, and this event isn't on next month's calendar. --[[User:Valereee|Valereee]] ([[User talk:Valereee|talk]]) 12:38, 12 November 2019 (UTC) :Hello? Anyone here? This says it's the one discussion list to rule them all, lol...[[User:Valereee|Valereee]] ([[User talk:Valereee|talk]]) 14:05, 20 November 2019 (UTC) ::{{ping|Valereee}} Hello and welcome. I've also found that GLAM events can be difficult to learn about. (I missed the registration deadline for a nearby conference this month.) This has been an [[meta:Talk:GLAM|ongoing problem as pages are scattered on multiple wikis]]. To confuse the matter further I've seen local groups use meetup.com or mailing lists instead of posting on wiki. I would suggest signing up for a local [[w:Wikipedia:Meetup]] though some groups are better at publicizing events than others. [[w:Wikipedia:Meetup/ArtAndFeminism]] has a page though I don't know how frequently they post news. I listed my self as the local contact at [[w:Wikipedia:GLAM/Connect]] hoping to learn more about activity in my area. I've been contacted a couple of times since 2012... --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 22:19, 22 November 2019 (UTC) == FindingGLAMs Challenge – a Wikidata competition focused on GLAMs == [[File:FindingGLAMs medal.svg|left|120px]] Dear Wiki-friends, We would like to invite you to participate in the '''[[:metawikipedia:FindingGLAMs_Challenge|FindingGLAMs Challenge]]''', a Wikidata editing competition focused on GLAMs (galleries, libraries, archives and museums). It takes place '''February 17th – 23rd 2020''' and you can find more information [[:metawikipedia:FindingGLAMs_Challenge/About|here]] – or sign up directly [https://outreachdashboard.wmflabs.org/courses/Wikimedia_Sverige/FindingGLAMs_Challenge?enroll= here]. The goal is to add as much information about GLAMs as possible, and the winners will receive prizes funded by '''Wikimedia Sverige''' and '''UNESCO'''. Best, [[User:Alicia Fagerving (WMSE)|Alicia Fagerving (WMSE)]] ([[User talk:Alicia Fagerving (WMSE)|talk]]) 08:58, 31 January 2020 (UTC) == Endorsements requested: Project Grant == I've just submitted [[metawiki:Grants:Project/McMaster_University_Health_Sciences_Library_Faculty_&_Researcher_Engagement_Effort#Project_goals|a project grant]] that will fund our library's efforts to get faculty and researchers on board with leveraging their expertises with Wikipedia! Check it out and kindly endorse if you support it. [[User:Mcbrarian|Mcbrarian]] ([[User talk:Mcbrarian|talk]]) 21:28, 20 February 2020 (UTC) == glam﹫wikimedia.org doesn not work? == bad email alias? == HASS == Hi all, I've made a Wikipedia stub on [[w:Humanities, arts, and social sciences]] to mirror the [[w:STEM]] article. I think there are sufficient research and commentary about HASS as a combined concept that there enough to discuss as a topic. I thought I'd flag it here, since members of this community might be well placed to chip in from an international point of view. [[User:Evolution and evolvability|Evolution and evolvability]] ([[User talk:Evolution and evolvability|talk]]) 03:47, 30 July 2020 (UTC) == Multilingual Education in Odisha, India by Mahendra Kumar MIshra == == Multilingual Education in Tribal Schools of Odisha: An Introduction Dr Mahendra Kumar Mishra Folklore Foundation mkmfolk@gmail.com Why MLE • Many states of India have a uniform curriculum and textbooks which is not suitable for the tribal children whose home language is different from the school language. • Denying children from their mother tongue education lead to serious intellectual damage which blocks learning of the children • Research has shown that children do better when they are taught in their mother tongue. (Thomas and Collier).Children competent in the mother tongue can do better in other tongues. • It is essential to sustain cultural and linguistic bio-diversities to promote human knowledge which is a part of intellectual property. Culture and language should be the foundation of education especially in ethnic minority and linguistic minority communities to make education context-specific. • Multilingual education is a reality and it is a resource. Research says that the mental development of multilingual children is better than monolingual children. MLE GOALS 1. Ensure equity and quality education to tribal children to explore the world around them and use their resources meaningfully for their livelihood. 2. Empower the tribal children with reading and writing skills to acquire knowledge and information in their mother tongue as well as in-state/ national and international language 3. Develop a socio-economic status in comparison to others through literacy. 4. Develop self-respect in/for their language and culture and enrich human knowledge. 5. National integration is not threatened National Curriculum Framework 2005 NCF 2005 envisages for language education and has mentioned that 1. Language teaching needs to be multilingual not only in terms of the number of languages offered to children but also in terms of evolving strategies that would use the multilingual classroom as a resource. 2. Home language/mother-tongue of children should be the medium of learning in the schools. 3. Second language acquisition through basic proficiency and development of language as an instrument for abstract thought and knowledge acquisition through literacy. 4. The aim of English teaching is the creation of multilingual that can enrich all our languages; this has been an abiding national vision. English needs to finds its place along with other Indian languages in different states... 5. Learning to Read and write The authentic place of mother tongue in the educational domain is not meant to be subtractive but additive which fosters healthy multilingualism and ensures the growth of all languages. Setting the Goal: PLANNING: Out of 30 districts, 17 districts belong to Tribal Sub Plan (TSP) and 13 districts are in Special Component Plan( SCP). Convincing that tribal is not in social isolation and always are with the nontribal across the ages, tribal education was spread over 30 districts of Odisha and Tribal Coordinators were in a position to plan and implement on tribal education along with the education of Dalits and religious minorities like Muslims and Christians. 1. Initial Language Education Plan Orissa Child census 2005 Data: Government of Odisha conducted a mega programme entitled Odisha Child Census 2005 to enumerate the children of 6 – 14 age in 72 000 villages. The reason for such a big survey was to track the children’s data and know their status of enrollment, retention, achievement level and enumerate out of school children. The aim of this survey was also to enumerate the linguistic background of all children irrespective of tribal or nontribal. While collecting data in OCC -2005 total of 17 tribal languages were selected that covered the majority of tribal language speakers in the state. These are Santali, Munda, Oram, Kishan, Koya, Kui, Kuwi and Saora, Bonda, Juang, Banjara, Bhunjia, Ho, Birhor, Bhumia, khadia, Lodha, Gadaba, and some other tribes. 2. Linguistic Survey and Mapping: A sample survey was conducted in 25 thickly tribal populated Blocks where the percentage of tribal population is more than 50 Percent. The purpose of the study was to assess the level of exposure of tribal children in state language and the teachers level of exposure to understand the children’s language. The level of parents in home and society were also enumerated to know whether they are exposed to state language or academic language. It was evident from the survey that though the parents are partially exposed to state language, school children in those areas are not exposed to school language. Based on the above information, schools were identified with tribal children with monolingual/bilingual situation. Linguistic Diversity in Schools of Orissa: From the Child Census 2005, it was inferred that there are 11749 schools in the state with at least 20 plus children in each school with linguistic diversities. These schools are located in 11 districts where the rate of dropout /never enrolled tribal children with a substantial gap of home language and school language. There were 3400 schools in the state with 100 % tribal children in the schools speaking their home language. The majority of monolingualism of monitory communities was a major challenge to the state since these languages were historically neglected and the children were the victim of learning deficit for decades. Either teacher was nontribal and they were intended to teach in the state medium of instruction to mainstream the children. Use of children’s language was not promoted until 1997 in Odisha. Orissa Initiative on MLE Planning: In October 2005, Govt. of India, in collaboration with NCERT, CIIL and UNESCO conducted a National Seminar in Mysore on Multilingual Education in which many states took part in it. Government of India took a decision that multilingual education will be introduced in the states of India where the gap of home language and school language is high. The states were responsible to adopt the programme depending on their state political will, beurocratic support and academic initiation. Based on that Orissa took up MLE in April 2006 as a systemic programme. Child Census 2005 and Linguistic Survey helped a lot to envision the MLE in the areas where they need for mother tongue-based multilingual education is necessary. In July 2006 State Tribal Advisory Committee(TAC) headed by Mr Naveen Patnaik, the Chief Minister, Orissa decided to adopt ten tribal languages as the medium of instruction and to start with, introduce schools with 100 % tribal children, so that the mother tongue of the children could be given due space in the classroom and Odia would be the second language to be taught in class II. The TAC decided to adopt ten languages for multilingual education. The languages adopted are Santali, Saura, Koya, Kui, Kuvi, Kishan, Oram, Munda as major languages. Juang and Bonda as endangered languages.TEH responsibility was assigned to Odisha Primary Education Programme Authority ( OPEPA) in which Unit of Tribal Education was in operation since 1995. Criteria of selection of Schools: Schools were selected based on the following criteria: 1. Where the gap of home language and school language is high 2. Number of tribal children in the school belongs to 100 % monolingual 3. At least it should be a primary school with five classes and five teachers 4. At least one teacher from mother tongue to teach in tribal language District MLE Steering Committee was formed in the districts. The Collectors the Chair Person along with education officers and public representatives to identify such schools and approve the introduction of MLE in government schools. Status of Pilot Schools During 2006-07, 277 schools were adopted under the MLE approach in ten tribal languages. Additionally, 100 schools with Santali speaking children in Mayurbhanj district were also adopted. In 2006-27 schools were adopted as followings: District Language NO of schools in 2007-08 Class I No of schools in 2008-09 Class I No of school in 2008-09 class II Gajapati Saura 20 20 20 keonjhar Juang 10 10 10 Mayurbhanj Munda 10 10 10 Santali - 100 Malkangiri Bonda 5 20 5 Koya 20 20 20 Sambalpur Kishan 19 17 19 Sundargarh Oram 20 20 20 Munda 10 10 10 Rayagada Saura 4 10 4 Kuwi 20 20 20 Kandhmal Kui 20 20 20 Total 158 277 158 Preparation of Curriculum, Textbooks and Teacher Training Module: Curriculum and instructional materials were made from July 2006 to May 2007. The teachers were selected from respective tribal communities. They were trained on MLE approach. A significant component of any multilingual education program is the provision of instruction in the first language, second (or third) language—the language of more advanced education. Since second language instruction and learning are well-established academic traditions, there is plenty of research and numerous models to draw from in developing curricula for this area. National and International Resource persons provided their academic support on the MLE approach. The principles of thematic approach in the curriculum were adopted and accordingly theme web was prepared from the cultural themes of the respective tribal communities and subsequently based on these themes materials were prepared. Teachers from ten tribal communities and 8 DIET faculties in charge of MLE were trained on the MLE approach and engaged in material preparation. The two-track method BICS ( Basic interpersonal communication skill) and CALPS ( Cognitive Academic Language Proficiency Skill) were taken in the preparation of curricular themes /textbooks ( alphabet chart, alphabet book, number chart, number book, for CALPS and Big Book, Small Book, listening story, story chart etc. for BICS). Thirty-week theme web is administered in a calendar year in the MLE school. Each week contains a set of books for the children to read. Thus there are more than 90 books in class-I and 90 Books in class II. In addition to this listening stories, experience stories and story chart are used by the children for innovative self-reading. For class II Oriya was introduced as a second language and therefore second language acquisition skill was adopted as the bridging strategies for language education and word web, alphabet book, Big Book and small Book in Oriya ( both in MT and L2 ) were prepared. Teacher Training Module was also prepared based on the basic theories of MLE. Theories and methods of MLE, content and process, subject areas, the importance of the use of TLM, classroom transaction, inbuilt evaluation are in the module. The best practice that was developed in MLE Orissa was that teachers from the tribal communities were engaged in curriculum design, material production and preparation of teacher training module. Transition plan from Mother's tongue to Second language acquisition: Mother tongue in Class I as a subject and as a medium adopting cultural content from class I to class V Odia as the second language is introduced in Class II until Class V and beyond English in Class III to V and beyond *Math From class I to Class III in mother tongue and then in class IV and V in Odia as a school language Environment science from Class I to III in Mother's tongue and in class IV and V in Odia. Training of teachers of Pilot MLE Schools: It is widely acknowledged that good teachers are important to a good education. Most countries have established teacher-training institutions to supply teachers to their schools. However, these institutions are normally structured to prepare teachers to teach only in a/the language of wider communication. Multilingual Education or mother tongue-based education is adopted, but it is hard to get resource institutions who can deliver the goods based on the principles of language education. Therefore, teachers and DIET lecturers were trained as Master Trainers on MLE in the curriculum development and material development programmes. A fifteen days teacher training programme is prepared for class I and another 15 days training programme for class II teachers by the state MLE resource group. The training module is sound in terms of spelling out the basics of MLE theory and practice. Monitoring and Assessment of MLE Schools: The monthly resource day meeting is held in the Block involving the pilot MLE teachers to discuss the effectiveness of the teaching-learning process of the children. Detail documentation of teachers experience and reflection of classroom transaction on children’s performance are captured. This helps in improving the teaching and learning process. A monitoring team is constituted at the district /Block/CRCC level to assess the day to day schooling of MLE pilot schools. The BRCC and CRCC are oriented on how to monitor and assess the classroom transaction effectively so that the children can learn meaningfully. Besides, reading and writing, fluency of children, exposure of children in discussion and dialogue with the peer group, updating weekly writing files, and reading of Big Book and small Book are monitored. Documentation Process documentation of all the workshops related to MLE is available in OPEPA web sites. MIS unit of SSA Orissa contains the details of language speakers. (www.opepa.in) Problem faced: Issues : Engagement of mother tongue teachers in MLE schools Engagement of BRP for MLE in clusters to monitor MLE schools. Study and research on MLE Future Direction 1. Orissa aims at scaling up 1000 schools with linguistic diversities through adopting MLE approach over a period of five years 2007-08 to 2012. So the schools will be opened cumulatively 2. Regional Resource Centers for Tribal Education( RCTE) will be opened in three DIETs ( Baripada, Sambalpur and Jeypore ) for north, west and south zones of Orissa to provide a knowledge base to teachers serving in MLE. The RCTE s will conduct research, develop curriculum, train teachers and evaluate and monitor. 3. Alternative Bilingual/multilingual approach to be adopted for schools with more than one language to teach them a second and third language simultaneously. 4. ECCE in Pilot schools is to be taken up for language education to bridge the language gap of pre-primary and primary education. 5. Setting up a knowledge hub in the country involving the international agencies and National agencies on concretizing tribal education in the country, and create an interstate network for MLE 6. Community ownership and involvement in curriculum design is a better sign which can gradually help the project to make it a bottom-up approach, thereby empowering the tribal communities to own the school knowledge, as their knowledge system. ( Besides MLE, Srujan is another programme which is adopted in Orissa for retention in schools by supporting children with creative learning through child-friendly activities like storytelling, traditional games, and running community resource centres and use of folklore in material development.) == == Commons Property == Hi All, I've proposed a [[wikidata:Wikidata:Property_proposal/medium|Wikidata property]] to help distinguish between different GLAM-related images like paintings, drawings, photographs, objects, etc. Please share your thoughts in the discussion. --[[User:Adam Harangozó|Adam Harangozó]] ([[User talk:Adam Harangozó|talk]]) 08:56, 28 September 2020 (UTC) == GLAMorous issues? == Hey, I don't know if this is the right place to give feedback on tools, but GLAMorous isn't showing all the images in a given category under "file usage details." [[User:Rachel Helps (BYU)|Rachel Helps (BYU)]] ([[User talk:Rachel Helps (BYU)|talk]]) 17:06, 28 July 2021 (UTC) ==Migrating the newsletter to Meta== Sorry to see the newsletter go but if the goal is to have enhanced visibility, wouldn't it make sense to post the newsletter here and at Meta? They aren't mutually exclusive. [[User:Koavf|Koavf]] ([[User talk:Koavf|talk]]) 07:18, 11 November 2021 (UTC) : FYI in case anyone is looking for the discussion about whether to migrate Outreach and the GLAM newsletter to meta, it's here: [[:meta:Requests_for_comment/Outreach_migration#Discussion]]. - [[User:Fuzheado|Fuzheado]] ([[User talk:Fuzheado|talk]]) 18:08, 4 January 2022 (UTC) == ARTSTOR Images == Hi, [[w:en:JSTOR|JSTOR]] has a section for images called ARTSTOR which has many images released under public domain. Some or all of these are not on Commons. Examples: [https://www.jstor.org/stable/community.26313001?seq=1], [https://www.jstor.org/site/artstor/open-science-museum-group/] Could someone do a batch download/upload of these images to Commons? That's beyond my skills but I think it would be great. Best, --[[User:Adam Harangozó|Adam Harangozó]] ([[User talk:Adam Harangozó|talk]]) 11:46, 15 February 2022 (UTC) == Is there a team I can consult to approach GLAM's? == I want to approach the Bank of Korea's Money Museum but I don't speak Korean, is there perhaps a group I can directly ask to help with approaching them? Or should volunteers do all of the approaching themselves? --<span id="Donald_Trung:1661631414670:GLAM/Discussion" class="BawlCmt"> —&nbsp;[[User:Donald Trung|Donald Trung]] ([[User talk:Donald Trung|talk]]) 20:16, 27 August 2022 (UTC)</span> == Number of visits on Commons? == Hi, can any of the tools listed analyse the number of visits of individual images uploaded in the same category to Wikimedia Commons? [[User:Richard Sekerak (WMCZ)|Richard Sekerak (WMCZ)]] ([[User talk:Richard Sekerak (WMCZ)|talk]]) 18:18, 24 January 2023 (UTC) == Does anyone have a connection with the Frick Art Reference Library == I saw a small exhibition of work by Albert Wainwright ([[:wikidata:Q96657484|Q96657484]]) at the Wolfsonian-FIU ([[:wikidata:Q2178180|Q2178180]]) in Miami. I see that Wainwright died in 1943, & the UK has life +70 copyright laws, so his work is in the public domain. I see that the Frick Art Reference Library Photoarchive ([[:wikidata:Q5503389|Q5503389]]) has an example of his work. They probably have other items. I would like to get these on Commons, & was wondering how best to contact the Frick to work out some sort of arrangement. [[User:Peaceray|Peaceray]] ([[User talk:Peaceray|talk]]) 16:02, 10 December 2023 (UTC) == Introducing a new regular report for the Newsletter == Hello to the This Month in GLAM editors. I want to start a new regular report for the Memory of the World, a project I'll be working on for the next year. I've [https://outreach.wikimedia.org/w/index.php?title=GLAM/Newsletter/Newsroom&diff=prev&oldid=264064 added a new section to the Newsroom] but don't see how to add this new report to navigation templates or how to make sure it's included in the finished newsletter. Thanks in advance for any help, [[User:MartinPoulter|MartinPoulter]] ([[User talk:MartinPoulter|talk]]) 12:11, 4 November 2024 (UTC) :Update: I've [https://outreach.wikimedia.org/w/index.php?title=GLAM/Newsletter/Contents&diff=prev&oldid=264082 added the new report to the Contents template]. I hope this is enough for it to be included in the newsletter. [[User:MartinPoulter|MartinPoulter]] ([[User talk:MartinPoulter|talk]]) 15:34, 4 November 2024 (UTC) gzcxtqod76ff2wvt4a0khz1zauz4jow 277826 277825 2026-07-19T22:51:04Z ~2026-40655-39 57998 277826 wikitext text/x-wiki __NEWSECTIONLINK__ {{TNT|GLAM navigation}} <div style="text-align:center; margin:auto; width:80%;"><span style="font-size:140%">One discussion page to rule them all!<br />'''Archives:''' [[/2010|2010]] – [[/2011|2011]] – [[/2012|2012]] – [[/2013|2013]] – [[/2014|2014]] – [[/2015|2015]] – [[/2016|2016]] – [[/2017|2017]]</span></div> __TOC__ [[Category:GLAM|Discussion]] = Test = 719 - Vicroads Candy Crush Saga Wiki: Tasty Sugar Track Edits Currently Out Of Control (TST), Most Edits were made on 6/23, No New Episodes Will Be Released on 6/24. 2:6 - 7:10, 155 days, (7:6+ to fill out). *7:11, 7;12, 7:13, 7:14, 7:15 (?) *7:16 (7:17) ''7:18'' *202 6525, Pot with Fork and Spoon, Bags with Sunglasses. *202 6526, Baskets, Tobacco Stuff or Socks. *202 6527, Food Shopping like Cola Bottles, Cans, Cordial and Others. *202 6528, Socks, Pairs of Shoes, Dressing Gowns. *202 6529, Towels, Cubes with Things. *202 6530, Cloths, Flowers Frisun or Soap. *202 6531, Food Shopping like Party Pies, Waters and Others. *202 6601, Pairs of Boots, Pillow or Podiatrist. *202 6602, Plates or Pans, Grated Cheese or Baskets. *202 6603, Forks, Pans and Other Kitchen Tools. *202 6604, Cups, Cordial Jug or Strawberry Milk. *202 6605, Food Shopping like Cans of Coca Cola, Waters, Cordials or Pile of Sauce. *202 6606, Purses, Lu Papers or Paper Towels. *202 6607, Candles, Statues or Pizza Boxes. *202 6608, Cups, Blankets and Others. *202 6609, Food Shoppibg like Cola Bottles, Sour Cream and Onion Chips or Cans. *202 6610, Towels, Cloths, Soap or Containers. *202 6611, Nachos, Apple N Raspberry Codrial or Stationary. *202 6612, Basket, Electric Bed with Instructions or Paint. *202 6613, Aerobar, Birthday Cake or Packet of Candles. *202 6614, Plates, Blankets or even Vacuum Cleaner. *202 6615, Towels, Cloths or Dressing Gowns. *202 6616, Smiths Chips, Heater Vents, Stuff for Lasagna or Cloths. *202 6617, Pans, Table Spoons or Lids. *202 6618, Food Shopping like Cans of Coca Cola, Waters, Milk and Others. *202 6619, Chocolate Milk, Cups of Tea or Extra Mints. *202 6620, Kitkats, Pens or Domino's Pizza. *202 6621, Blankets and Pillows or Vacuum Cleaner. *202 6622, Tea Towels, Cans of Coca Cola or Carlton Draught. *202 6623, Food Shopping like Bottles of Cola, Waters or New Pyjamas. *202 6624, Staples, Socks, Hats and Others. *202 6625, Kitchen Bowls, Pans and Others. *202 6626, Food Shopping like Colas, Milk or Rainbow Paddlepop. *202 6627, Tablemats, Sunglasses or Garden Plant. *202 6628, Boots, Sleep Medicine or Pillow. *202 6629, Sewing Machine, Tobacco Stuff or Pan. *202 6630, Food Shopping like Cans of Cocacola, Bottles, Kitkat or M&Ms. *202 6701, BBQ Chips, Biskits or Grated Cheese. *202 6702, Lighters, Plates or Cloths. *202 6703, Hot Dogs, Cola Cans or Lasagna. *202 6704, Mop, Battery Packs or Doorhandle. *202 6705, Video Cameras, Internet or McDonalds Bag?. *202 6706, Pans, Freshmint, or Hotdog Roll. *202 6707, Food Shopping like Cans of Coca Cola, Cola Bottles, Waters, Shopping Bag or Grated Cheese. *202 6708, Ktimes, Nutrigrain or Mueslibars. Current, 202 6709. ($#!+). *202 6710. (Cadbury Dairy Milk, Milk Chocolate). ''2026711'' == irc #wikimedia-outreach == I tried to join the #wikimedia-outreach irc channel but it redirected me to #wikimedia instead. Is the channel active, and how do I join it? or does this page need to be updated? --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 09:21, 31 January 2016 (UTC) : Hi [[User:Mu301]] I know this is 4 years late, did you athenticate your user on irc? --[[User:Jtm-lis|Jtm-lis]] ([[User talk:Jtm-lis|talk]]) 14:05, 16 November 2020 (UTC) :: So i just tried to join, something I should of done probably before replying to your comment, but it is an invite only channel. <code>14:07 <-- ChanServ has kicked jtm-lis (Invite only channel)</code> --[[User:Jtm-lis|Jtm-lis]] ([[User talk:Jtm-lis|talk]]) 14:08, 16 November 2020 (UTC== How to get notifications of events in my area before they happen? == Completely serendipitously I discovered there's an Art+Feminism editathon near me next month. How can I be notified of these things? The GLAM newsletter tells me what happened but not what's coming up, and this event isn't on next month's calendar. --[[User:Valereee|Valereee]] ([[User talk:Valereee|talk]]) 12:38, 12 November 2019 (UTC) :Hello? Anyone here? This says it's the one discussion list to rule them all, lol...[[User:Valereee|Valereee]] ([[User talk:Valereee|talk]]) 14:05, 20 November 2019 (UTC) ::{{ping|Valereee}} Hello and welcome. I've also found that GLAM events can be difficult to learn about. (I missed the registration deadline for a nearby conference this month.) This has been an [[meta:Talk:GLAM|ongoing problem as pages are scattered on multiple wikis]]. To confuse the matter further I've seen local groups use meetup.com or mailing lists instead of posting on wiki. I would suggest signing up for a local [[w:Wikipedia:Meetup]] though some groups are better at publicizing events than others. [[w:Wikipedia:Meetup/ArtAndFeminism]] has a page though I don't know how frequently they post news. I listed my self as the local contact at [[w:Wikipedia:GLAM/Connect]] hoping to learn more about activity in my area. I've been contacted a couple of times since 2012... --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 22:19, 22 November 2019 (UTC) == FindingGLAMs Challenge – a Wikidata competition focused on GLAMs == [[File:FindingGLAMs medal.svg|left|120px]] Dear Wiki-friends, We would like to invite you to participate in the '''[[:metawikipedia:FindingGLAMs_Challenge|FindingGLAMs Challenge]]''', a Wikidata editing competition focused on GLAMs (galleries, libraries, archives and museums). It takes place '''February 17th – 23rd 2020''' and you can find more information [[:metawikipedia:FindingGLAMs_Challenge/About|here]] – or sign up directly [https://outreachdashboard.wmflabs.org/courses/Wikimedia_Sverige/FindingGLAMs_Challenge?enroll= here]. The goal is to add as much information about GLAMs as possible, and the winners will receive prizes funded by '''Wikimedia Sverige''' and '''UNESCO'''. Best, [[User:Alicia Fagerving (WMSE)|Alicia Fagerving (WMSE)]] ([[User talk:Alicia Fagerving (WMSE)|talk]]) 08:58, 31 January 2020 (UTC) == Endorsements requested: Project Grant == I've just submitted [[metawiki:Grants:Project/McMaster_University_Health_Sciences_Library_Faculty_&_Researcher_Engagement_Effort#Project_goals|a project grant]] that will fund our library's efforts to get faculty and researchers on board with leveraging their expertises with Wikipedia! Check it out and kindly endorse if you support it. [[User:Mcbrarian|Mcbrarian]] ([[User talk:Mcbrarian|talk]]) 21:28, 20 February 2020 (UTC) == glam﹫wikimedia.org doesn not work? == bad email alias? == HASS == Hi all, I've made a Wikipedia stub on [[w:Humanities, arts, and social sciences]] to mirror the [[w:STEM]] article. I think there are sufficient research and commentary about HASS as a combined concept that there enough to discuss as a topic. I thought I'd flag it here, since members of this community might be well placed to chip in from an international point of view. [[User:Evolution and evolvability|Evolution and evolvability]] ([[User talk:Evolution and evolvability|talk]]) 03:47, 30 July 2020 (UTC) == Multilingual Education in Odisha, India by Mahendra Kumar MIshra == == Multilingual Education in Tribal Schools of Odisha: An Introduction Dr Mahendra Kumar Mishra Folklore Foundation mkmfolk@gmail.com Why MLE • Many states of India have a uniform curriculum and textbooks which is not suitable for the tribal children whose home language is different from the school language. • Denying children from their mother tongue education lead to serious intellectual damage which blocks learning of the children • Research has shown that children do better when they are taught in their mother tongue. (Thomas and Collier).Children competent in the mother tongue can do better in other tongues. • It is essential to sustain cultural and linguistic bio-diversities to promote human knowledge which is a part of intellectual property. Culture and language should be the foundation of education especially in ethnic minority and linguistic minority communities to make education context-specific. • Multilingual education is a reality and it is a resource. Research says that the mental development of multilingual children is better than monolingual children. MLE GOALS 1. Ensure equity and quality education to tribal children to explore the world around them and use their resources meaningfully for their livelihood. 2. Empower the tribal children with reading and writing skills to acquire knowledge and information in their mother tongue as well as in-state/ national and international language 3. Develop a socio-economic status in comparison to others through literacy. 4. Develop self-respect in/for their language and culture and enrich human knowledge. 5. National integration is not threatened National Curriculum Framework 2005 NCF 2005 envisages for language education and has mentioned that 1. Language teaching needs to be multilingual not only in terms of the number of languages offered to children but also in terms of evolving strategies that would use the multilingual classroom as a resource. 2. Home language/mother-tongue of children should be the medium of learning in the schools. 3. Second language acquisition through basic proficiency and development of language as an instrument for abstract thought and knowledge acquisition through literacy. 4. The aim of English teaching is the creation of multilingual that can enrich all our languages; this has been an abiding national vision. English needs to finds its place along with other Indian languages in different states... 5. Learning to Read and write The authentic place of mother tongue in the educational domain is not meant to be subtractive but additive which fosters healthy multilingualism and ensures the growth of all languages. Setting the Goal: PLANNING: Out of 30 districts, 17 districts belong to Tribal Sub Plan (TSP) and 13 districts are in Special Component Plan( SCP). Convincing that tribal is not in social isolation and always are with the nontribal across the ages, tribal education was spread over 30 districts of Odisha and Tribal Coordinators were in a position to plan and implement on tribal education along with the education of Dalits and religious minorities like Muslims and Christians. 1. Initial Language Education Plan Orissa Child census 2005 Data: Government of Odisha conducted a mega programme entitled Odisha Child Census 2005 to enumerate the children of 6 – 14 age in 72 000 villages. The reason for such a big survey was to track the children’s data and know their status of enrollment, retention, achievement level and enumerate out of school children. The aim of this survey was also to enumerate the linguistic background of all children irrespective of tribal or nontribal. While collecting data in OCC -2005 total of 17 tribal languages were selected that covered the majority of tribal language speakers in the state. These are Santali, Munda, Oram, Kishan, Koya, Kui, Kuwi and Saora, Bonda, Juang, Banjara, Bhunjia, Ho, Birhor, Bhumia, khadia, Lodha, Gadaba, and some other tribes. 2. Linguistic Survey and Mapping: A sample survey was conducted in 25 thickly tribal populated Blocks where the percentage of tribal population is more than 50 Percent. The purpose of the study was to assess the level of exposure of tribal children in state language and the teachers level of exposure to understand the children’s language. The level of parents in home and society were also enumerated to know whether they are exposed to state language or academic language. It was evident from the survey that though the parents are partially exposed to state language, school children in those areas are not exposed to school language. Based on the above information, schools were identified with tribal children with monolingual/bilingual situation. Linguistic Diversity in Schools of Orissa: From the Child Census 2005, it was inferred that there are 11749 schools in the state with at least 20 plus children in each school with linguistic diversities. These schools are located in 11 districts where the rate of dropout /never enrolled tribal children with a substantial gap of home language and school language. There were 3400 schools in the state with 100 % tribal children in the schools speaking their home language. The majority of monolingualism of monitory communities was a major challenge to the state since these languages were historically neglected and the children were the victim of learning deficit for decades. Either teacher was nontribal and they were intended to teach in the state medium of instruction to mainstream the children. Use of children’s language was not promoted until 1997 in Odisha. Orissa Initiative on MLE Planning: In October 2005, Govt. of India, in collaboration with NCERT, CIIL and UNESCO conducted a National Seminar in Mysore on Multilingual Education in which many states took part in it. Government of India took a decision that multilingual education will be introduced in the states of India where the gap of home language and school language is high. The states were responsible to adopt the programme depending on their state political will, beurocratic support and academic initiation. Based on that Orissa took up MLE in April 2006 as a systemic programme. Child Census 2005 and Linguistic Survey helped a lot to envision the MLE in the areas where they need for mother tongue-based multilingual education is necessary. In July 2006 State Tribal Advisory Committee(TAC) headed by Mr Naveen Patnaik, the Chief Minister, Orissa decided to adopt ten tribal languages as the medium of instruction and to start with, introduce schools with 100 % tribal children, so that the mother tongue of the children could be given due space in the classroom and Odia would be the second language to be taught in class II. The TAC decided to adopt ten languages for multilingual education. The languages adopted are Santali, Saura, Koya, Kui, Kuvi, Kishan, Oram, Munda as major languages. Juang and Bonda as endangered languages.TEH responsibility was assigned to Odisha Primary Education Programme Authority ( OPEPA) in which Unit of Tribal Education was in operation since 1995. Criteria of selection of Schools: Schools were selected based on the following criteria: 1. Where the gap of home language and school language is high 2. Number of tribal children in the school belongs to 100 % monolingual 3. At least it should be a primary school with five classes and five teachers 4. At least one teacher from mother tongue to teach in tribal language District MLE Steering Committee was formed in the districts. The Collectors the Chair Person along with education officers and public representatives to identify such schools and approve the introduction of MLE in government schools. Status of Pilot Schools During 2006-07, 277 schools were adopted under the MLE approach in ten tribal languages. Additionally, 100 schools with Santali speaking children in Mayurbhanj district were also adopted. In 2006-27 schools were adopted as followings: District Language NO of schools in 2007-08 Class I No of schools in 2008-09 Class I No of school in 2008-09 class II Gajapati Saura 20 20 20 keonjhar Juang 10 10 10 Mayurbhanj Munda 10 10 10 Santali - 100 Malkangiri Bonda 5 20 5 Koya 20 20 20 Sambalpur Kishan 19 17 19 Sundargarh Oram 20 20 20 Munda 10 10 10 Rayagada Saura 4 10 4 Kuwi 20 20 20 Kandhmal Kui 20 20 20 Total 158 277 158 Preparation of Curriculum, Textbooks and Teacher Training Module: Curriculum and instructional materials were made from July 2006 to May 2007. The teachers were selected from respective tribal communities. They were trained on MLE approach. A significant component of any multilingual education program is the provision of instruction in the first language, second (or third) language—the language of more advanced education. Since second language instruction and learning are well-established academic traditions, there is plenty of research and numerous models to draw from in developing curricula for this area. National and International Resource persons provided their academic support on the MLE approach. The principles of thematic approach in the curriculum were adopted and accordingly theme web was prepared from the cultural themes of the respective tribal communities and subsequently based on these themes materials were prepared. Teachers from ten tribal communities and 8 DIET faculties in charge of MLE were trained on the MLE approach and engaged in material preparation. The two-track method BICS ( Basic interpersonal communication skill) and CALPS ( Cognitive Academic Language Proficiency Skill) were taken in the preparation of curricular themes /textbooks ( alphabet chart, alphabet book, number chart, number book, for CALPS and Big Book, Small Book, listening story, story chart etc. for BICS). Thirty-week theme web is administered in a calendar year in the MLE school. Each week contains a set of books for the children to read. Thus there are more than 90 books in class-I and 90 Books in class II. In addition to this listening stories, experience stories and story chart are used by the children for innovative self-reading. For class II Oriya was introduced as a second language and therefore second language acquisition skill was adopted as the bridging strategies for language education and word web, alphabet book, Big Book and small Book in Oriya ( both in MT and L2 ) were prepared. Teacher Training Module was also prepared based on the basic theories of MLE. Theories and methods of MLE, content and process, subject areas, the importance of the use of TLM, classroom transaction, inbuilt evaluation are in the module. The best practice that was developed in MLE Orissa was that teachers from the tribal communities were engaged in curriculum design, material production and preparation of teacher training module. Transition plan from Mother's tongue to Second language acquisition: Mother tongue in Class I as a subject and as a medium adopting cultural content from class I to class V Odia as the second language is introduced in Class II until Class V and beyond English in Class III to V and beyond *Math From class I to Class III in mother tongue and then in class IV and V in Odia as a school language Environment science from Class I to III in Mother's tongue and in class IV and V in Odia. Training of teachers of Pilot MLE Schools: It is widely acknowledged that good teachers are important to a good education. Most countries have established teacher-training institutions to supply teachers to their schools. However, these institutions are normally structured to prepare teachers to teach only in a/the language of wider communication. Multilingual Education or mother tongue-based education is adopted, but it is hard to get resource institutions who can deliver the goods based on the principles of language education. Therefore, teachers and DIET lecturers were trained as Master Trainers on MLE in the curriculum development and material development programmes. A fifteen days teacher training programme is prepared for class I and another 15 days training programme for class II teachers by the state MLE resource group. The training module is sound in terms of spelling out the basics of MLE theory and practice. Monitoring and Assessment of MLE Schools: The monthly resource day meeting is held in the Block involving the pilot MLE teachers to discuss the effectiveness of the teaching-learning process of the children. Detail documentation of teachers experience and reflection of classroom transaction on children’s performance are captured. This helps in improving the teaching and learning process. A monitoring team is constituted at the district /Block/CRCC level to assess the day to day schooling of MLE pilot schools. The BRCC and CRCC are oriented on how to monitor and assess the classroom transaction effectively so that the children can learn meaningfully. Besides, reading and writing, fluency of children, exposure of children in discussion and dialogue with the peer group, updating weekly writing files, and reading of Big Book and small Book are monitored. Documentation Process documentation of all the workshops related to MLE is available in OPEPA web sites. MIS unit of SSA Orissa contains the details of language speakers. (www.opepa.in) Problem faced: Issues : Engagement of mother tongue teachers in MLE schools Engagement of BRP for MLE in clusters to monitor MLE schools. Study and research on MLE Future Direction 1. Orissa aims at scaling up 1000 schools with linguistic diversities through adopting MLE approach over a period of five years 2007-08 to 2012. So the schools will be opened cumulatively 2. Regional Resource Centers for Tribal Education( RCTE) will be opened in three DIETs ( Baripada, Sambalpur and Jeypore ) for north, west and south zones of Orissa to provide a knowledge base to teachers serving in MLE. The RCTE s will conduct research, develop curriculum, train teachers and evaluate and monitor. 3. Alternative Bilingual/multilingual approach to be adopted for schools with more than one language to teach them a second and third language simultaneously. 4. ECCE in Pilot schools is to be taken up for language education to bridge the language gap of pre-primary and primary education. 5. Setting up a knowledge hub in the country involving the international agencies and National agencies on concretizing tribal education in the country, and create an interstate network for MLE 6. Community ownership and involvement in curriculum design is a better sign which can gradually help the project to make it a bottom-up approach, thereby empowering the tribal communities to own the school knowledge, as their knowledge system. ( Besides MLE, Srujan is another programme which is adopted in Orissa for retention in schools by supporting children with creative learning through child-friendly activities like storytelling, traditional games, and running community resource centres and use of folklore in material development.) == == Commons Property == Hi All, I've proposed a [[wikidata:Wikidata:Property_proposal/medium|Wikidata property]] to help distinguish between different GLAM-related images like paintings, drawings, photographs, objects, etc. Please share your thoughts in the discussion. --[[User:Adam Harangozó|Adam Harangozó]] ([[User talk:Adam Harangozó|talk]]) 08:56, 28 September 2020 (UTC) == GLAMorous issues? == Hey, I don't know if this is the right place to give feedback on tools, but GLAMorous isn't showing all the images in a given category under "file usage details." [[User:Rachel Helps (BYU)|Rachel Helps (BYU)]] ([[User talk:Rachel Helps (BYU)|talk]]) 17:06, 28 July 2021 (UTC) ==Migrating the newsletter to Meta== Sorry to see the newsletter go but if the goal is to have enhanced visibility, wouldn't it make sense to post the newsletter here and at Meta? They aren't mutually exclusive. [[User:Koavf|Koavf]] ([[User talk:Koavf|talk]]) 07:18, 11 November 2021 (UTC) : FYI in case anyone is looking for the discussion about whether to migrate Outreach and the GLAM newsletter to meta, it's here: [[:meta:Requests_for_comment/Outreach_migration#Discussion]]. - [[User:Fuzheado|Fuzheado]] ([[User talk:Fuzheado|talk]]) 18:08, 4 January 2022 (UTC) == ARTSTOR Images == Hi, [[w:en:JSTOR|JSTOR]] has a section for images called ARTSTOR which has many images released under public domain. Some or all of these are not on Commons. Examples: [https://www.jstor.org/stable/community.26313001?seq=1], [https://www.jstor.org/site/artstor/open-science-museum-group/] Could someone do a batch download/upload of these images to Commons? That's beyond my skills but I think it would be great. Best, --[[User:Adam Harangozó|Adam Harangozó]] ([[User talk:Adam Harangozó|talk]]) 11:46, 15 February 2022 (UTC) == Is there a team I can consult to approach GLAM's? == I want to approach the Bank of Korea's Money Museum but I don't speak Korean, is there perhaps a group I can directly ask to help with approaching them? Or should volunteers do all of the approaching themselves? --<span id="Donald_Trung:1661631414670:GLAM/Discussion" class="BawlCmt"> —&nbsp;[[User:Donald Trung|Donald Trung]] ([[User talk:Donald Trung|talk]]) 20:16, 27 August 2022 (UTC)</span> == Number of visits on Commons? == Hi, can any of the tools listed analyse the number of visits of individual images uploaded in the same category to Wikimedia Commons? [[User:Richard Sekerak (WMCZ)|Richard Sekerak (WMCZ)]] ([[User talk:Richard Sekerak (WMCZ)|talk]]) 18:18, 24 January 2023 (UTC) == Does anyone have a connection with the Frick Art Reference Library == I saw a small exhibition of work by Albert Wainwright ([[:wikidata:Q96657484|Q96657484]]) at the Wolfsonian-FIU ([[:wikidata:Q2178180|Q2178180]]) in Miami. I see that Wainwright died in 1943, & the UK has life +70 copyright laws, so his work is in the public domain. I see that the Frick Art Reference Library Photoarchive ([[:wikidata:Q5503389|Q5503389]]) has an example of his work. They probably have other items. I would like to get these on Commons, & was wondering how best to contact the Frick to work out some sort of arrangement. [[User:Peaceray|Peaceray]] ([[User talk:Peaceray|talk]]) 16:02, 10 December 2023 (UTC) == Introducing a new regular report for the Newsletter == Hello to the This Month in GLAM editors. I want to start a new regular report for the Memory of the World, a project I'll be working on for the next year. I've [https://outreach.wikimedia.org/w/index.php?title=GLAM/Newsletter/Newsroom&diff=prev&oldid=264064 added a new section to the Newsroom] but don't see how to add this new report to navigation templates or how to make sure it's included in the finished newsletter. Thanks in advance for any help, [[User:MartinPoulter|MartinPoulter]] ([[User talk:MartinPoulter|talk]]) 12:11, 4 November 2024 (UTC) :Update: I've [https://outreach.wikimedia.org/w/index.php?title=GLAM/Newsletter/Contents&diff=prev&oldid=264082 added the new report to the Contents template]. I hope this is enough for it to be included in the newsletter. [[User:MartinPoulter|MartinPoulter]] ([[User talk:MartinPoulter|talk]]) 15:34, 4 November 2024 (UTC) iim21yq04cabjzmndkpy0016uwabkd5 277827 277826 2026-07-19T22:51:25Z ~2026-40655-39 57998 277827 wikitext text/x-wiki __NEWSECTIONLINK__ {{TNT|GLAM navigation}} <div style="text-align:center; margin:auto; width:80%;"><span style="font-size:140%">One discussion page to rule them all!<br />'''Archives:''' [[/2010|2010]] – [[/2011|2011]] – [[/2012|2012]] – [[/2013|2013]] – [[/2014|2014]] – [[/2015|2015]] – [[/2016|2016]] – [[/2017|2017]]</span></div> __TOC__ [[Category:GLAM|Discussion]] = Test = 719 - Vicroads Stores or Headquarters. Candy Crush Saga Wiki: Tasty Sugar Track Edits Currently Out Of Control (TST), Most Edits were made on 6/23, No New Episodes Will Be Released on 6/24. 2:6 - 7:10, 155 days, (7:6+ to fill out). *7:11, 7;12, 7:13, 7:14, 7:15 (?) *7:16 (7:17) ''7:18'' *202 6525, Pot with Fork and Spoon, Bags with Sunglasses. *202 6526, Baskets, Tobacco Stuff or Socks. *202 6527, Food Shopping like Cola Bottles, Cans, Cordial and Others. *202 6528, Socks, Pairs of Shoes, Dressing Gowns. *202 6529, Towels, Cubes with Things. *202 6530, Cloths, Flowers Frisun or Soap. *202 6531, Food Shopping like Party Pies, Waters and Others. *202 6601, Pairs of Boots, Pillow or Podiatrist. *202 6602, Plates or Pans, Grated Cheese or Baskets. *202 6603, Forks, Pans and Other Kitchen Tools. *202 6604, Cups, Cordial Jug or Strawberry Milk. *202 6605, Food Shopping like Cans of Coca Cola, Waters, Cordials or Pile of Sauce. *202 6606, Purses, Lu Papers or Paper Towels. *202 6607, Candles, Statues or Pizza Boxes. *202 6608, Cups, Blankets and Others. *202 6609, Food Shoppibg like Cola Bottles, Sour Cream and Onion Chips or Cans. *202 6610, Towels, Cloths, Soap or Containers. *202 6611, Nachos, Apple N Raspberry Codrial or Stationary. *202 6612, Basket, Electric Bed with Instructions or Paint. *202 6613, Aerobar, Birthday Cake or Packet of Candles. *202 6614, Plates, Blankets or even Vacuum Cleaner. *202 6615, Towels, Cloths or Dressing Gowns. *202 6616, Smiths Chips, Heater Vents, Stuff for Lasagna or Cloths. *202 6617, Pans, Table Spoons or Lids. *202 6618, Food Shopping like Cans of Coca Cola, Waters, Milk and Others. *202 6619, Chocolate Milk, Cups of Tea or Extra Mints. *202 6620, Kitkats, Pens or Domino's Pizza. *202 6621, Blankets and Pillows or Vacuum Cleaner. *202 6622, Tea Towels, Cans of Coca Cola or Carlton Draught. *202 6623, Food Shopping like Bottles of Cola, Waters or New Pyjamas. *202 6624, Staples, Socks, Hats and Others. *202 6625, Kitchen Bowls, Pans and Others. *202 6626, Food Shopping like Colas, Milk or Rainbow Paddlepop. *202 6627, Tablemats, Sunglasses or Garden Plant. *202 6628, Boots, Sleep Medicine or Pillow. *202 6629, Sewing Machine, Tobacco Stuff or Pan. *202 6630, Food Shopping like Cans of Cocacola, Bottles, Kitkat or M&Ms. *202 6701, BBQ Chips, Biskits or Grated Cheese. *202 6702, Lighters, Plates or Cloths. *202 6703, Hot Dogs, Cola Cans or Lasagna. *202 6704, Mop, Battery Packs or Doorhandle. *202 6705, Video Cameras, Internet or McDonalds Bag?. *202 6706, Pans, Freshmint, or Hotdog Roll. *202 6707, Food Shopping like Cans of Coca Cola, Cola Bottles, Waters, Shopping Bag or Grated Cheese. *202 6708, Ktimes, Nutrigrain or Mueslibars. Current, 202 6709. ($#!+). *202 6710. (Cadbury Dairy Milk, Milk Chocolate). ''2026711'' == irc #wikimedia-outreach == I tried to join the #wikimedia-outreach irc channel but it redirected me to #wikimedia instead. Is the channel active, and how do I join it? or does this page need to be updated? --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 09:21, 31 January 2016 (UTC) : Hi [[User:Mu301]] I know this is 4 years late, did you athenticate your user on irc? --[[User:Jtm-lis|Jtm-lis]] ([[User talk:Jtm-lis|talk]]) 14:05, 16 November 2020 (UTC) :: So i just tried to join, something I should of done probably before replying to your comment, but it is an invite only channel. <code>14:07 <-- ChanServ has kicked jtm-lis (Invite only channel)</code> --[[User:Jtm-lis|Jtm-lis]] ([[User talk:Jtm-lis|talk]]) 14:08, 16 November 2020 (UTC== How to get notifications of events in my area before they happen? == Completely serendipitously I discovered there's an Art+Feminism editathon near me next month. How can I be notified of these things? The GLAM newsletter tells me what happened but not what's coming up, and this event isn't on next month's calendar. --[[User:Valereee|Valereee]] ([[User talk:Valereee|talk]]) 12:38, 12 November 2019 (UTC) :Hello? Anyone here? This says it's the one discussion list to rule them all, lol...[[User:Valereee|Valereee]] ([[User talk:Valereee|talk]]) 14:05, 20 November 2019 (UTC) ::{{ping|Valereee}} Hello and welcome. I've also found that GLAM events can be difficult to learn about. (I missed the registration deadline for a nearby conference this month.) This has been an [[meta:Talk:GLAM|ongoing problem as pages are scattered on multiple wikis]]. To confuse the matter further I've seen local groups use meetup.com or mailing lists instead of posting on wiki. I would suggest signing up for a local [[w:Wikipedia:Meetup]] though some groups are better at publicizing events than others. [[w:Wikipedia:Meetup/ArtAndFeminism]] has a page though I don't know how frequently they post news. I listed my self as the local contact at [[w:Wikipedia:GLAM/Connect]] hoping to learn more about activity in my area. I've been contacted a couple of times since 2012... --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 22:19, 22 November 2019 (UTC) == FindingGLAMs Challenge – a Wikidata competition focused on GLAMs == [[File:FindingGLAMs medal.svg|left|120px]] Dear Wiki-friends, We would like to invite you to participate in the '''[[:metawikipedia:FindingGLAMs_Challenge|FindingGLAMs Challenge]]''', a Wikidata editing competition focused on GLAMs (galleries, libraries, archives and museums). It takes place '''February 17th – 23rd 2020''' and you can find more information [[:metawikipedia:FindingGLAMs_Challenge/About|here]] – or sign up directly [https://outreachdashboard.wmflabs.org/courses/Wikimedia_Sverige/FindingGLAMs_Challenge?enroll= here]. The goal is to add as much information about GLAMs as possible, and the winners will receive prizes funded by '''Wikimedia Sverige''' and '''UNESCO'''. Best, [[User:Alicia Fagerving (WMSE)|Alicia Fagerving (WMSE)]] ([[User talk:Alicia Fagerving (WMSE)|talk]]) 08:58, 31 January 2020 (UTC) == Endorsements requested: Project Grant == I've just submitted [[metawiki:Grants:Project/McMaster_University_Health_Sciences_Library_Faculty_&_Researcher_Engagement_Effort#Project_goals|a project grant]] that will fund our library's efforts to get faculty and researchers on board with leveraging their expertises with Wikipedia! Check it out and kindly endorse if you support it. [[User:Mcbrarian|Mcbrarian]] ([[User talk:Mcbrarian|talk]]) 21:28, 20 February 2020 (UTC) == glam﹫wikimedia.org doesn not work? == bad email alias? == HASS == Hi all, I've made a Wikipedia stub on [[w:Humanities, arts, and social sciences]] to mirror the [[w:STEM]] article. I think there are sufficient research and commentary about HASS as a combined concept that there enough to discuss as a topic. I thought I'd flag it here, since members of this community might be well placed to chip in from an international point of view. [[User:Evolution and evolvability|Evolution and evolvability]] ([[User talk:Evolution and evolvability|talk]]) 03:47, 30 July 2020 (UTC) == Multilingual Education in Odisha, India by Mahendra Kumar MIshra == == Multilingual Education in Tribal Schools of Odisha: An Introduction Dr Mahendra Kumar Mishra Folklore Foundation mkmfolk@gmail.com Why MLE • Many states of India have a uniform curriculum and textbooks which is not suitable for the tribal children whose home language is different from the school language. • Denying children from their mother tongue education lead to serious intellectual damage which blocks learning of the children • Research has shown that children do better when they are taught in their mother tongue. (Thomas and Collier).Children competent in the mother tongue can do better in other tongues. • It is essential to sustain cultural and linguistic bio-diversities to promote human knowledge which is a part of intellectual property. Culture and language should be the foundation of education especially in ethnic minority and linguistic minority communities to make education context-specific. • Multilingual education is a reality and it is a resource. Research says that the mental development of multilingual children is better than monolingual children. MLE GOALS 1. Ensure equity and quality education to tribal children to explore the world around them and use their resources meaningfully for their livelihood. 2. Empower the tribal children with reading and writing skills to acquire knowledge and information in their mother tongue as well as in-state/ national and international language 3. Develop a socio-economic status in comparison to others through literacy. 4. Develop self-respect in/for their language and culture and enrich human knowledge. 5. National integration is not threatened National Curriculum Framework 2005 NCF 2005 envisages for language education and has mentioned that 1. Language teaching needs to be multilingual not only in terms of the number of languages offered to children but also in terms of evolving strategies that would use the multilingual classroom as a resource. 2. Home language/mother-tongue of children should be the medium of learning in the schools. 3. Second language acquisition through basic proficiency and development of language as an instrument for abstract thought and knowledge acquisition through literacy. 4. The aim of English teaching is the creation of multilingual that can enrich all our languages; this has been an abiding national vision. English needs to finds its place along with other Indian languages in different states... 5. Learning to Read and write The authentic place of mother tongue in the educational domain is not meant to be subtractive but additive which fosters healthy multilingualism and ensures the growth of all languages. Setting the Goal: PLANNING: Out of 30 districts, 17 districts belong to Tribal Sub Plan (TSP) and 13 districts are in Special Component Plan( SCP). Convincing that tribal is not in social isolation and always are with the nontribal across the ages, tribal education was spread over 30 districts of Odisha and Tribal Coordinators were in a position to plan and implement on tribal education along with the education of Dalits and religious minorities like Muslims and Christians. 1. Initial Language Education Plan Orissa Child census 2005 Data: Government of Odisha conducted a mega programme entitled Odisha Child Census 2005 to enumerate the children of 6 – 14 age in 72 000 villages. The reason for such a big survey was to track the children’s data and know their status of enrollment, retention, achievement level and enumerate out of school children. The aim of this survey was also to enumerate the linguistic background of all children irrespective of tribal or nontribal. While collecting data in OCC -2005 total of 17 tribal languages were selected that covered the majority of tribal language speakers in the state. These are Santali, Munda, Oram, Kishan, Koya, Kui, Kuwi and Saora, Bonda, Juang, Banjara, Bhunjia, Ho, Birhor, Bhumia, khadia, Lodha, Gadaba, and some other tribes. 2. Linguistic Survey and Mapping: A sample survey was conducted in 25 thickly tribal populated Blocks where the percentage of tribal population is more than 50 Percent. The purpose of the study was to assess the level of exposure of tribal children in state language and the teachers level of exposure to understand the children’s language. The level of parents in home and society were also enumerated to know whether they are exposed to state language or academic language. It was evident from the survey that though the parents are partially exposed to state language, school children in those areas are not exposed to school language. Based on the above information, schools were identified with tribal children with monolingual/bilingual situation. Linguistic Diversity in Schools of Orissa: From the Child Census 2005, it was inferred that there are 11749 schools in the state with at least 20 plus children in each school with linguistic diversities. These schools are located in 11 districts where the rate of dropout /never enrolled tribal children with a substantial gap of home language and school language. There were 3400 schools in the state with 100 % tribal children in the schools speaking their home language. The majority of monolingualism of monitory communities was a major challenge to the state since these languages were historically neglected and the children were the victim of learning deficit for decades. Either teacher was nontribal and they were intended to teach in the state medium of instruction to mainstream the children. Use of children’s language was not promoted until 1997 in Odisha. Orissa Initiative on MLE Planning: In October 2005, Govt. of India, in collaboration with NCERT, CIIL and UNESCO conducted a National Seminar in Mysore on Multilingual Education in which many states took part in it. Government of India took a decision that multilingual education will be introduced in the states of India where the gap of home language and school language is high. The states were responsible to adopt the programme depending on their state political will, beurocratic support and academic initiation. Based on that Orissa took up MLE in April 2006 as a systemic programme. Child Census 2005 and Linguistic Survey helped a lot to envision the MLE in the areas where they need for mother tongue-based multilingual education is necessary. In July 2006 State Tribal Advisory Committee(TAC) headed by Mr Naveen Patnaik, the Chief Minister, Orissa decided to adopt ten tribal languages as the medium of instruction and to start with, introduce schools with 100 % tribal children, so that the mother tongue of the children could be given due space in the classroom and Odia would be the second language to be taught in class II. The TAC decided to adopt ten languages for multilingual education. The languages adopted are Santali, Saura, Koya, Kui, Kuvi, Kishan, Oram, Munda as major languages. Juang and Bonda as endangered languages.TEH responsibility was assigned to Odisha Primary Education Programme Authority ( OPEPA) in which Unit of Tribal Education was in operation since 1995. Criteria of selection of Schools: Schools were selected based on the following criteria: 1. Where the gap of home language and school language is high 2. Number of tribal children in the school belongs to 100 % monolingual 3. At least it should be a primary school with five classes and five teachers 4. At least one teacher from mother tongue to teach in tribal language District MLE Steering Committee was formed in the districts. The Collectors the Chair Person along with education officers and public representatives to identify such schools and approve the introduction of MLE in government schools. Status of Pilot Schools During 2006-07, 277 schools were adopted under the MLE approach in ten tribal languages. Additionally, 100 schools with Santali speaking children in Mayurbhanj district were also adopted. In 2006-27 schools were adopted as followings: District Language NO of schools in 2007-08 Class I No of schools in 2008-09 Class I No of school in 2008-09 class II Gajapati Saura 20 20 20 keonjhar Juang 10 10 10 Mayurbhanj Munda 10 10 10 Santali - 100 Malkangiri Bonda 5 20 5 Koya 20 20 20 Sambalpur Kishan 19 17 19 Sundargarh Oram 20 20 20 Munda 10 10 10 Rayagada Saura 4 10 4 Kuwi 20 20 20 Kandhmal Kui 20 20 20 Total 158 277 158 Preparation of Curriculum, Textbooks and Teacher Training Module: Curriculum and instructional materials were made from July 2006 to May 2007. The teachers were selected from respective tribal communities. They were trained on MLE approach. A significant component of any multilingual education program is the provision of instruction in the first language, second (or third) language—the language of more advanced education. Since second language instruction and learning are well-established academic traditions, there is plenty of research and numerous models to draw from in developing curricula for this area. National and International Resource persons provided their academic support on the MLE approach. The principles of thematic approach in the curriculum were adopted and accordingly theme web was prepared from the cultural themes of the respective tribal communities and subsequently based on these themes materials were prepared. Teachers from ten tribal communities and 8 DIET faculties in charge of MLE were trained on the MLE approach and engaged in material preparation. The two-track method BICS ( Basic interpersonal communication skill) and CALPS ( Cognitive Academic Language Proficiency Skill) were taken in the preparation of curricular themes /textbooks ( alphabet chart, alphabet book, number chart, number book, for CALPS and Big Book, Small Book, listening story, story chart etc. for BICS). Thirty-week theme web is administered in a calendar year in the MLE school. Each week contains a set of books for the children to read. Thus there are more than 90 books in class-I and 90 Books in class II. In addition to this listening stories, experience stories and story chart are used by the children for innovative self-reading. For class II Oriya was introduced as a second language and therefore second language acquisition skill was adopted as the bridging strategies for language education and word web, alphabet book, Big Book and small Book in Oriya ( both in MT and L2 ) were prepared. Teacher Training Module was also prepared based on the basic theories of MLE. Theories and methods of MLE, content and process, subject areas, the importance of the use of TLM, classroom transaction, inbuilt evaluation are in the module. The best practice that was developed in MLE Orissa was that teachers from the tribal communities were engaged in curriculum design, material production and preparation of teacher training module. Transition plan from Mother's tongue to Second language acquisition: Mother tongue in Class I as a subject and as a medium adopting cultural content from class I to class V Odia as the second language is introduced in Class II until Class V and beyond English in Class III to V and beyond *Math From class I to Class III in mother tongue and then in class IV and V in Odia as a school language Environment science from Class I to III in Mother's tongue and in class IV and V in Odia. Training of teachers of Pilot MLE Schools: It is widely acknowledged that good teachers are important to a good education. Most countries have established teacher-training institutions to supply teachers to their schools. However, these institutions are normally structured to prepare teachers to teach only in a/the language of wider communication. Multilingual Education or mother tongue-based education is adopted, but it is hard to get resource institutions who can deliver the goods based on the principles of language education. Therefore, teachers and DIET lecturers were trained as Master Trainers on MLE in the curriculum development and material development programmes. A fifteen days teacher training programme is prepared for class I and another 15 days training programme for class II teachers by the state MLE resource group. The training module is sound in terms of spelling out the basics of MLE theory and practice. Monitoring and Assessment of MLE Schools: The monthly resource day meeting is held in the Block involving the pilot MLE teachers to discuss the effectiveness of the teaching-learning process of the children. Detail documentation of teachers experience and reflection of classroom transaction on children’s performance are captured. This helps in improving the teaching and learning process. A monitoring team is constituted at the district /Block/CRCC level to assess the day to day schooling of MLE pilot schools. The BRCC and CRCC are oriented on how to monitor and assess the classroom transaction effectively so that the children can learn meaningfully. Besides, reading and writing, fluency of children, exposure of children in discussion and dialogue with the peer group, updating weekly writing files, and reading of Big Book and small Book are monitored. Documentation Process documentation of all the workshops related to MLE is available in OPEPA web sites. MIS unit of SSA Orissa contains the details of language speakers. (www.opepa.in) Problem faced: Issues : Engagement of mother tongue teachers in MLE schools Engagement of BRP for MLE in clusters to monitor MLE schools. Study and research on MLE Future Direction 1. Orissa aims at scaling up 1000 schools with linguistic diversities through adopting MLE approach over a period of five years 2007-08 to 2012. So the schools will be opened cumulatively 2. Regional Resource Centers for Tribal Education( RCTE) will be opened in three DIETs ( Baripada, Sambalpur and Jeypore ) for north, west and south zones of Orissa to provide a knowledge base to teachers serving in MLE. The RCTE s will conduct research, develop curriculum, train teachers and evaluate and monitor. 3. Alternative Bilingual/multilingual approach to be adopted for schools with more than one language to teach them a second and third language simultaneously. 4. ECCE in Pilot schools is to be taken up for language education to bridge the language gap of pre-primary and primary education. 5. Setting up a knowledge hub in the country involving the international agencies and National agencies on concretizing tribal education in the country, and create an interstate network for MLE 6. Community ownership and involvement in curriculum design is a better sign which can gradually help the project to make it a bottom-up approach, thereby empowering the tribal communities to own the school knowledge, as their knowledge system. ( Besides MLE, Srujan is another programme which is adopted in Orissa for retention in schools by supporting children with creative learning through child-friendly activities like storytelling, traditional games, and running community resource centres and use of folklore in material development.) == == Commons Property == Hi All, I've proposed a [[wikidata:Wikidata:Property_proposal/medium|Wikidata property]] to help distinguish between different GLAM-related images like paintings, drawings, photographs, objects, etc. Please share your thoughts in the discussion. --[[User:Adam Harangozó|Adam Harangozó]] ([[User talk:Adam Harangozó|talk]]) 08:56, 28 September 2020 (UTC) == GLAMorous issues? == Hey, I don't know if this is the right place to give feedback on tools, but GLAMorous isn't showing all the images in a given category under "file usage details." [[User:Rachel Helps (BYU)|Rachel Helps (BYU)]] ([[User talk:Rachel Helps (BYU)|talk]]) 17:06, 28 July 2021 (UTC) ==Migrating the newsletter to Meta== Sorry to see the newsletter go but if the goal is to have enhanced visibility, wouldn't it make sense to post the newsletter here and at Meta? They aren't mutually exclusive. [[User:Koavf|Koavf]] ([[User talk:Koavf|talk]]) 07:18, 11 November 2021 (UTC) : FYI in case anyone is looking for the discussion about whether to migrate Outreach and the GLAM newsletter to meta, it's here: [[:meta:Requests_for_comment/Outreach_migration#Discussion]]. - [[User:Fuzheado|Fuzheado]] ([[User talk:Fuzheado|talk]]) 18:08, 4 January 2022 (UTC) == ARTSTOR Images == Hi, [[w:en:JSTOR|JSTOR]] has a section for images called ARTSTOR which has many images released under public domain. Some or all of these are not on Commons. Examples: [https://www.jstor.org/stable/community.26313001?seq=1], [https://www.jstor.org/site/artstor/open-science-museum-group/] Could someone do a batch download/upload of these images to Commons? That's beyond my skills but I think it would be great. Best, --[[User:Adam Harangozó|Adam Harangozó]] ([[User talk:Adam Harangozó|talk]]) 11:46, 15 February 2022 (UTC) == Is there a team I can consult to approach GLAM's? == I want to approach the Bank of Korea's Money Museum but I don't speak Korean, is there perhaps a group I can directly ask to help with approaching them? Or should volunteers do all of the approaching themselves? --<span id="Donald_Trung:1661631414670:GLAM/Discussion" class="BawlCmt"> —&nbsp;[[User:Donald Trung|Donald Trung]] ([[User talk:Donald Trung|talk]]) 20:16, 27 August 2022 (UTC)</span> == Number of visits on Commons? == Hi, can any of the tools listed analyse the number of visits of individual images uploaded in the same category to Wikimedia Commons? [[User:Richard Sekerak (WMCZ)|Richard Sekerak (WMCZ)]] ([[User talk:Richard Sekerak (WMCZ)|talk]]) 18:18, 24 January 2023 (UTC) == Does anyone have a connection with the Frick Art Reference Library == I saw a small exhibition of work by Albert Wainwright ([[:wikidata:Q96657484|Q96657484]]) at the Wolfsonian-FIU ([[:wikidata:Q2178180|Q2178180]]) in Miami. I see that Wainwright died in 1943, & the UK has life +70 copyright laws, so his work is in the public domain. I see that the Frick Art Reference Library Photoarchive ([[:wikidata:Q5503389|Q5503389]]) has an example of his work. They probably have other items. I would like to get these on Commons, & was wondering how best to contact the Frick to work out some sort of arrangement. [[User:Peaceray|Peaceray]] ([[User talk:Peaceray|talk]]) 16:02, 10 December 2023 (UTC) == Introducing a new regular report for the Newsletter == Hello to the This Month in GLAM editors. I want to start a new regular report for the Memory of the World, a project I'll be working on for the next year. I've [https://outreach.wikimedia.org/w/index.php?title=GLAM/Newsletter/Newsroom&diff=prev&oldid=264064 added a new section to the Newsroom] but don't see how to add this new report to navigation templates or how to make sure it's included in the finished newsletter. Thanks in advance for any help, [[User:MartinPoulter|MartinPoulter]] ([[User talk:MartinPoulter|talk]]) 12:11, 4 November 2024 (UTC) :Update: I've [https://outreach.wikimedia.org/w/index.php?title=GLAM/Newsletter/Contents&diff=prev&oldid=264082 added the new report to the Contents template]. I hope this is enough for it to be included in the newsletter. [[User:MartinPoulter|MartinPoulter]] ([[User talk:MartinPoulter|talk]]) 15:34, 4 November 2024 (UTC) 9vh58cnat0qaiksyvoldvacdprhvrlg 277828 277827 2026-07-19T22:51:56Z ~2026-40655-39 57998 /* Test */ All done 277828 wikitext text/x-wiki __NEWSECTIONLINK__ {{TNT|GLAM navigation}} <div style="text-align:center; margin:auto; width:80%;"><span style="font-size:140%">One discussion page to rule them all!<br />'''Archives:''' [[/2010|2010]] – [[/2011|2011]] – [[/2012|2012]] – [[/2013|2013]] – [[/2014|2014]] – [[/2015|2015]] – [[/2016|2016]] – [[/2017|2017]]</span></div> __TOC__ [[Category:GLAM|Discussion]] = Test = 719 - Vicroads Stores or Headquarters. Candy Crush Saga Wiki: Tasty Sugar Track Edits Currently Out Of Control (TST), Most Edits were made on 6/23, No New Episodes Will Be Released on 6/24. 2:6 - 7:10, 155 days, (7:6+ to fill out). *7:11, 7;12, 7:13, 7:14, 7:15 (?) *7:16 (?) *7:17 (7:18) ''7:19'' *202 6525, Pot with Fork and Spoon, Bags with Sunglasses. *202 6526, Baskets, Tobacco Stuff or Socks. *202 6527, Food Shopping like Cola Bottles, Cans, Cordial and Others. *202 6528, Socks, Pairs of Shoes, Dressing Gowns. *202 6529, Towels, Cubes with Things. *202 6530, Cloths, Flowers Frisun or Soap. *202 6531, Food Shopping like Party Pies, Waters and Others. *202 6601, Pairs of Boots, Pillow or Podiatrist. *202 6602, Plates or Pans, Grated Cheese or Baskets. *202 6603, Forks, Pans and Other Kitchen Tools. *202 6604, Cups, Cordial Jug or Strawberry Milk. *202 6605, Food Shopping like Cans of Coca Cola, Waters, Cordials or Pile of Sauce. *202 6606, Purses, Lu Papers or Paper Towels. *202 6607, Candles, Statues or Pizza Boxes. *202 6608, Cups, Blankets and Others. *202 6609, Food Shoppibg like Cola Bottles, Sour Cream and Onion Chips or Cans. *202 6610, Towels, Cloths, Soap or Containers. *202 6611, Nachos, Apple N Raspberry Codrial or Stationary. *202 6612, Basket, Electric Bed with Instructions or Paint. *202 6613, Aerobar, Birthday Cake or Packet of Candles. *202 6614, Plates, Blankets or even Vacuum Cleaner. *202 6615, Towels, Cloths or Dressing Gowns. *202 6616, Smiths Chips, Heater Vents, Stuff for Lasagna or Cloths. *202 6617, Pans, Table Spoons or Lids. *202 6618, Food Shopping like Cans of Coca Cola, Waters, Milk and Others. *202 6619, Chocolate Milk, Cups of Tea or Extra Mints. *202 6620, Kitkats, Pens or Domino's Pizza. *202 6621, Blankets and Pillows or Vacuum Cleaner. *202 6622, Tea Towels, Cans of Coca Cola or Carlton Draught. *202 6623, Food Shopping like Bottles of Cola, Waters or New Pyjamas. *202 6624, Staples, Socks, Hats and Others. *202 6625, Kitchen Bowls, Pans and Others. *202 6626, Food Shopping like Colas, Milk or Rainbow Paddlepop. *202 6627, Tablemats, Sunglasses or Garden Plant. *202 6628, Boots, Sleep Medicine or Pillow. *202 6629, Sewing Machine, Tobacco Stuff or Pan. *202 6630, Food Shopping like Cans of Cocacola, Bottles, Kitkat or M&Ms. *202 6701, BBQ Chips, Biskits or Grated Cheese. *202 6702, Lighters, Plates or Cloths. *202 6703, Hot Dogs, Cola Cans or Lasagna. *202 6704, Mop, Battery Packs or Doorhandle. *202 6705, Video Cameras, Internet or McDonalds Bag?. *202 6706, Pans, Freshmint, or Hotdog Roll. *202 6707, Food Shopping like Cans of Coca Cola, Cola Bottles, Waters, Shopping Bag or Grated Cheese. *202 6708, Ktimes, Nutrigrain or Mueslibars. Current, 202 6709. ($#!+). *202 6710. (Cadbury Dairy Milk, Milk Chocolate). ''2026711'' == irc #wikimedia-outreach == I tried to join the #wikimedia-outreach irc channel but it redirected me to #wikimedia instead. Is the channel active, and how do I join it? or does this page need to be updated? --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 09:21, 31 January 2016 (UTC) : Hi [[User:Mu301]] I know this is 4 years late, did you athenticate your user on irc? --[[User:Jtm-lis|Jtm-lis]] ([[User talk:Jtm-lis|talk]]) 14:05, 16 November 2020 (UTC) :: So i just tried to join, something I should of done probably before replying to your comment, but it is an invite only channel. <code>14:07 <-- ChanServ has kicked jtm-lis (Invite only channel)</code> --[[User:Jtm-lis|Jtm-lis]] ([[User talk:Jtm-lis|talk]]) 14:08, 16 November 2020 (UTC== How to get notifications of events in my area before they happen? == Completely serendipitously I discovered there's an Art+Feminism editathon near me next month. How can I be notified of these things? The GLAM newsletter tells me what happened but not what's coming up, and this event isn't on next month's calendar. --[[User:Valereee|Valereee]] ([[User talk:Valereee|talk]]) 12:38, 12 November 2019 (UTC) :Hello? Anyone here? This says it's the one discussion list to rule them all, lol...[[User:Valereee|Valereee]] ([[User talk:Valereee|talk]]) 14:05, 20 November 2019 (UTC) ::{{ping|Valereee}} Hello and welcome. I've also found that GLAM events can be difficult to learn about. (I missed the registration deadline for a nearby conference this month.) This has been an [[meta:Talk:GLAM|ongoing problem as pages are scattered on multiple wikis]]. To confuse the matter further I've seen local groups use meetup.com or mailing lists instead of posting on wiki. I would suggest signing up for a local [[w:Wikipedia:Meetup]] though some groups are better at publicizing events than others. [[w:Wikipedia:Meetup/ArtAndFeminism]] has a page though I don't know how frequently they post news. I listed my self as the local contact at [[w:Wikipedia:GLAM/Connect]] hoping to learn more about activity in my area. I've been contacted a couple of times since 2012... --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 22:19, 22 November 2019 (UTC) == FindingGLAMs Challenge – a Wikidata competition focused on GLAMs == [[File:FindingGLAMs medal.svg|left|120px]] Dear Wiki-friends, We would like to invite you to participate in the '''[[:metawikipedia:FindingGLAMs_Challenge|FindingGLAMs Challenge]]''', a Wikidata editing competition focused on GLAMs (galleries, libraries, archives and museums). It takes place '''February 17th – 23rd 2020''' and you can find more information [[:metawikipedia:FindingGLAMs_Challenge/About|here]] – or sign up directly [https://outreachdashboard.wmflabs.org/courses/Wikimedia_Sverige/FindingGLAMs_Challenge?enroll= here]. The goal is to add as much information about GLAMs as possible, and the winners will receive prizes funded by '''Wikimedia Sverige''' and '''UNESCO'''. Best, [[User:Alicia Fagerving (WMSE)|Alicia Fagerving (WMSE)]] ([[User talk:Alicia Fagerving (WMSE)|talk]]) 08:58, 31 January 2020 (UTC) == Endorsements requested: Project Grant == I've just submitted [[metawiki:Grants:Project/McMaster_University_Health_Sciences_Library_Faculty_&_Researcher_Engagement_Effort#Project_goals|a project grant]] that will fund our library's efforts to get faculty and researchers on board with leveraging their expertises with Wikipedia! Check it out and kindly endorse if you support it. [[User:Mcbrarian|Mcbrarian]] ([[User talk:Mcbrarian|talk]]) 21:28, 20 February 2020 (UTC) == glam﹫wikimedia.org doesn not work? == bad email alias? == HASS == Hi all, I've made a Wikipedia stub on [[w:Humanities, arts, and social sciences]] to mirror the [[w:STEM]] article. I think there are sufficient research and commentary about HASS as a combined concept that there enough to discuss as a topic. I thought I'd flag it here, since members of this community might be well placed to chip in from an international point of view. [[User:Evolution and evolvability|Evolution and evolvability]] ([[User talk:Evolution and evolvability|talk]]) 03:47, 30 July 2020 (UTC) == Multilingual Education in Odisha, India by Mahendra Kumar MIshra == == Multilingual Education in Tribal Schools of Odisha: An Introduction Dr Mahendra Kumar Mishra Folklore Foundation mkmfolk@gmail.com Why MLE • Many states of India have a uniform curriculum and textbooks which is not suitable for the tribal children whose home language is different from the school language. • Denying children from their mother tongue education lead to serious intellectual damage which blocks learning of the children • Research has shown that children do better when they are taught in their mother tongue. (Thomas and Collier).Children competent in the mother tongue can do better in other tongues. • It is essential to sustain cultural and linguistic bio-diversities to promote human knowledge which is a part of intellectual property. Culture and language should be the foundation of education especially in ethnic minority and linguistic minority communities to make education context-specific. • Multilingual education is a reality and it is a resource. Research says that the mental development of multilingual children is better than monolingual children. MLE GOALS 1. Ensure equity and quality education to tribal children to explore the world around them and use their resources meaningfully for their livelihood. 2. Empower the tribal children with reading and writing skills to acquire knowledge and information in their mother tongue as well as in-state/ national and international language 3. Develop a socio-economic status in comparison to others through literacy. 4. Develop self-respect in/for their language and culture and enrich human knowledge. 5. National integration is not threatened National Curriculum Framework 2005 NCF 2005 envisages for language education and has mentioned that 1. Language teaching needs to be multilingual not only in terms of the number of languages offered to children but also in terms of evolving strategies that would use the multilingual classroom as a resource. 2. Home language/mother-tongue of children should be the medium of learning in the schools. 3. Second language acquisition through basic proficiency and development of language as an instrument for abstract thought and knowledge acquisition through literacy. 4. The aim of English teaching is the creation of multilingual that can enrich all our languages; this has been an abiding national vision. English needs to finds its place along with other Indian languages in different states... 5. Learning to Read and write The authentic place of mother tongue in the educational domain is not meant to be subtractive but additive which fosters healthy multilingualism and ensures the growth of all languages. Setting the Goal: PLANNING: Out of 30 districts, 17 districts belong to Tribal Sub Plan (TSP) and 13 districts are in Special Component Plan( SCP). Convincing that tribal is not in social isolation and always are with the nontribal across the ages, tribal education was spread over 30 districts of Odisha and Tribal Coordinators were in a position to plan and implement on tribal education along with the education of Dalits and religious minorities like Muslims and Christians. 1. Initial Language Education Plan Orissa Child census 2005 Data: Government of Odisha conducted a mega programme entitled Odisha Child Census 2005 to enumerate the children of 6 – 14 age in 72 000 villages. The reason for such a big survey was to track the children’s data and know their status of enrollment, retention, achievement level and enumerate out of school children. The aim of this survey was also to enumerate the linguistic background of all children irrespective of tribal or nontribal. While collecting data in OCC -2005 total of 17 tribal languages were selected that covered the majority of tribal language speakers in the state. These are Santali, Munda, Oram, Kishan, Koya, Kui, Kuwi and Saora, Bonda, Juang, Banjara, Bhunjia, Ho, Birhor, Bhumia, khadia, Lodha, Gadaba, and some other tribes. 2. Linguistic Survey and Mapping: A sample survey was conducted in 25 thickly tribal populated Blocks where the percentage of tribal population is more than 50 Percent. The purpose of the study was to assess the level of exposure of tribal children in state language and the teachers level of exposure to understand the children’s language. The level of parents in home and society were also enumerated to know whether they are exposed to state language or academic language. It was evident from the survey that though the parents are partially exposed to state language, school children in those areas are not exposed to school language. Based on the above information, schools were identified with tribal children with monolingual/bilingual situation. Linguistic Diversity in Schools of Orissa: From the Child Census 2005, it was inferred that there are 11749 schools in the state with at least 20 plus children in each school with linguistic diversities. These schools are located in 11 districts where the rate of dropout /never enrolled tribal children with a substantial gap of home language and school language. There were 3400 schools in the state with 100 % tribal children in the schools speaking their home language. The majority of monolingualism of monitory communities was a major challenge to the state since these languages were historically neglected and the children were the victim of learning deficit for decades. Either teacher was nontribal and they were intended to teach in the state medium of instruction to mainstream the children. Use of children’s language was not promoted until 1997 in Odisha. Orissa Initiative on MLE Planning: In October 2005, Govt. of India, in collaboration with NCERT, CIIL and UNESCO conducted a National Seminar in Mysore on Multilingual Education in which many states took part in it. Government of India took a decision that multilingual education will be introduced in the states of India where the gap of home language and school language is high. The states were responsible to adopt the programme depending on their state political will, beurocratic support and academic initiation. Based on that Orissa took up MLE in April 2006 as a systemic programme. Child Census 2005 and Linguistic Survey helped a lot to envision the MLE in the areas where they need for mother tongue-based multilingual education is necessary. In July 2006 State Tribal Advisory Committee(TAC) headed by Mr Naveen Patnaik, the Chief Minister, Orissa decided to adopt ten tribal languages as the medium of instruction and to start with, introduce schools with 100 % tribal children, so that the mother tongue of the children could be given due space in the classroom and Odia would be the second language to be taught in class II. The TAC decided to adopt ten languages for multilingual education. The languages adopted are Santali, Saura, Koya, Kui, Kuvi, Kishan, Oram, Munda as major languages. Juang and Bonda as endangered languages.TEH responsibility was assigned to Odisha Primary Education Programme Authority ( OPEPA) in which Unit of Tribal Education was in operation since 1995. Criteria of selection of Schools: Schools were selected based on the following criteria: 1. Where the gap of home language and school language is high 2. Number of tribal children in the school belongs to 100 % monolingual 3. At least it should be a primary school with five classes and five teachers 4. At least one teacher from mother tongue to teach in tribal language District MLE Steering Committee was formed in the districts. The Collectors the Chair Person along with education officers and public representatives to identify such schools and approve the introduction of MLE in government schools. Status of Pilot Schools During 2006-07, 277 schools were adopted under the MLE approach in ten tribal languages. Additionally, 100 schools with Santali speaking children in Mayurbhanj district were also adopted. In 2006-27 schools were adopted as followings: District Language NO of schools in 2007-08 Class I No of schools in 2008-09 Class I No of school in 2008-09 class II Gajapati Saura 20 20 20 keonjhar Juang 10 10 10 Mayurbhanj Munda 10 10 10 Santali - 100 Malkangiri Bonda 5 20 5 Koya 20 20 20 Sambalpur Kishan 19 17 19 Sundargarh Oram 20 20 20 Munda 10 10 10 Rayagada Saura 4 10 4 Kuwi 20 20 20 Kandhmal Kui 20 20 20 Total 158 277 158 Preparation of Curriculum, Textbooks and Teacher Training Module: Curriculum and instructional materials were made from July 2006 to May 2007. The teachers were selected from respective tribal communities. They were trained on MLE approach. A significant component of any multilingual education program is the provision of instruction in the first language, second (or third) language—the language of more advanced education. Since second language instruction and learning are well-established academic traditions, there is plenty of research and numerous models to draw from in developing curricula for this area. National and International Resource persons provided their academic support on the MLE approach. The principles of thematic approach in the curriculum were adopted and accordingly theme web was prepared from the cultural themes of the respective tribal communities and subsequently based on these themes materials were prepared. Teachers from ten tribal communities and 8 DIET faculties in charge of MLE were trained on the MLE approach and engaged in material preparation. The two-track method BICS ( Basic interpersonal communication skill) and CALPS ( Cognitive Academic Language Proficiency Skill) were taken in the preparation of curricular themes /textbooks ( alphabet chart, alphabet book, number chart, number book, for CALPS and Big Book, Small Book, listening story, story chart etc. for BICS). Thirty-week theme web is administered in a calendar year in the MLE school. Each week contains a set of books for the children to read. Thus there are more than 90 books in class-I and 90 Books in class II. In addition to this listening stories, experience stories and story chart are used by the children for innovative self-reading. For class II Oriya was introduced as a second language and therefore second language acquisition skill was adopted as the bridging strategies for language education and word web, alphabet book, Big Book and small Book in Oriya ( both in MT and L2 ) were prepared. Teacher Training Module was also prepared based on the basic theories of MLE. Theories and methods of MLE, content and process, subject areas, the importance of the use of TLM, classroom transaction, inbuilt evaluation are in the module. The best practice that was developed in MLE Orissa was that teachers from the tribal communities were engaged in curriculum design, material production and preparation of teacher training module. Transition plan from Mother's tongue to Second language acquisition: Mother tongue in Class I as a subject and as a medium adopting cultural content from class I to class V Odia as the second language is introduced in Class II until Class V and beyond English in Class III to V and beyond *Math From class I to Class III in mother tongue and then in class IV and V in Odia as a school language Environment science from Class I to III in Mother's tongue and in class IV and V in Odia. Training of teachers of Pilot MLE Schools: It is widely acknowledged that good teachers are important to a good education. Most countries have established teacher-training institutions to supply teachers to their schools. However, these institutions are normally structured to prepare teachers to teach only in a/the language of wider communication. Multilingual Education or mother tongue-based education is adopted, but it is hard to get resource institutions who can deliver the goods based on the principles of language education. Therefore, teachers and DIET lecturers were trained as Master Trainers on MLE in the curriculum development and material development programmes. A fifteen days teacher training programme is prepared for class I and another 15 days training programme for class II teachers by the state MLE resource group. The training module is sound in terms of spelling out the basics of MLE theory and practice. Monitoring and Assessment of MLE Schools: The monthly resource day meeting is held in the Block involving the pilot MLE teachers to discuss the effectiveness of the teaching-learning process of the children. Detail documentation of teachers experience and reflection of classroom transaction on children’s performance are captured. This helps in improving the teaching and learning process. A monitoring team is constituted at the district /Block/CRCC level to assess the day to day schooling of MLE pilot schools. The BRCC and CRCC are oriented on how to monitor and assess the classroom transaction effectively so that the children can learn meaningfully. Besides, reading and writing, fluency of children, exposure of children in discussion and dialogue with the peer group, updating weekly writing files, and reading of Big Book and small Book are monitored. Documentation Process documentation of all the workshops related to MLE is available in OPEPA web sites. MIS unit of SSA Orissa contains the details of language speakers. (www.opepa.in) Problem faced: Issues : Engagement of mother tongue teachers in MLE schools Engagement of BRP for MLE in clusters to monitor MLE schools. Study and research on MLE Future Direction 1. Orissa aims at scaling up 1000 schools with linguistic diversities through adopting MLE approach over a period of five years 2007-08 to 2012. So the schools will be opened cumulatively 2. Regional Resource Centers for Tribal Education( RCTE) will be opened in three DIETs ( Baripada, Sambalpur and Jeypore ) for north, west and south zones of Orissa to provide a knowledge base to teachers serving in MLE. The RCTE s will conduct research, develop curriculum, train teachers and evaluate and monitor. 3. Alternative Bilingual/multilingual approach to be adopted for schools with more than one language to teach them a second and third language simultaneously. 4. ECCE in Pilot schools is to be taken up for language education to bridge the language gap of pre-primary and primary education. 5. Setting up a knowledge hub in the country involving the international agencies and National agencies on concretizing tribal education in the country, and create an interstate network for MLE 6. Community ownership and involvement in curriculum design is a better sign which can gradually help the project to make it a bottom-up approach, thereby empowering the tribal communities to own the school knowledge, as their knowledge system. ( Besides MLE, Srujan is another programme which is adopted in Orissa for retention in schools by supporting children with creative learning through child-friendly activities like storytelling, traditional games, and running community resource centres and use of folklore in material development.) == == Commons Property == Hi All, I've proposed a [[wikidata:Wikidata:Property_proposal/medium|Wikidata property]] to help distinguish between different GLAM-related images like paintings, drawings, photographs, objects, etc. Please share your thoughts in the discussion. --[[User:Adam Harangozó|Adam Harangozó]] ([[User talk:Adam Harangozó|talk]]) 08:56, 28 September 2020 (UTC) == GLAMorous issues? == Hey, I don't know if this is the right place to give feedback on tools, but GLAMorous isn't showing all the images in a given category under "file usage details." [[User:Rachel Helps (BYU)|Rachel Helps (BYU)]] ([[User talk:Rachel Helps (BYU)|talk]]) 17:06, 28 July 2021 (UTC) ==Migrating the newsletter to Meta== Sorry to see the newsletter go but if the goal is to have enhanced visibility, wouldn't it make sense to post the newsletter here and at Meta? They aren't mutually exclusive. [[User:Koavf|Koavf]] ([[User talk:Koavf|talk]]) 07:18, 11 November 2021 (UTC) : FYI in case anyone is looking for the discussion about whether to migrate Outreach and the GLAM newsletter to meta, it's here: [[:meta:Requests_for_comment/Outreach_migration#Discussion]]. - [[User:Fuzheado|Fuzheado]] ([[User talk:Fuzheado|talk]]) 18:08, 4 January 2022 (UTC) == ARTSTOR Images == Hi, [[w:en:JSTOR|JSTOR]] has a section for images called ARTSTOR which has many images released under public domain. Some or all of these are not on Commons. Examples: [https://www.jstor.org/stable/community.26313001?seq=1], [https://www.jstor.org/site/artstor/open-science-museum-group/] Could someone do a batch download/upload of these images to Commons? That's beyond my skills but I think it would be great. Best, --[[User:Adam Harangozó|Adam Harangozó]] ([[User talk:Adam Harangozó|talk]]) 11:46, 15 February 2022 (UTC) == Is there a team I can consult to approach GLAM's? == I want to approach the Bank of Korea's Money Museum but I don't speak Korean, is there perhaps a group I can directly ask to help with approaching them? Or should volunteers do all of the approaching themselves? --<span id="Donald_Trung:1661631414670:GLAM/Discussion" class="BawlCmt"> —&nbsp;[[User:Donald Trung|Donald Trung]] ([[User talk:Donald Trung|talk]]) 20:16, 27 August 2022 (UTC)</span> == Number of visits on Commons? == Hi, can any of the tools listed analyse the number of visits of individual images uploaded in the same category to Wikimedia Commons? [[User:Richard Sekerak (WMCZ)|Richard Sekerak (WMCZ)]] ([[User talk:Richard Sekerak (WMCZ)|talk]]) 18:18, 24 January 2023 (UTC) == Does anyone have a connection with the Frick Art Reference Library == I saw a small exhibition of work by Albert Wainwright ([[:wikidata:Q96657484|Q96657484]]) at the Wolfsonian-FIU ([[:wikidata:Q2178180|Q2178180]]) in Miami. I see that Wainwright died in 1943, & the UK has life +70 copyright laws, so his work is in the public domain. I see that the Frick Art Reference Library Photoarchive ([[:wikidata:Q5503389|Q5503389]]) has an example of his work. They probably have other items. I would like to get these on Commons, & was wondering how best to contact the Frick to work out some sort of arrangement. [[User:Peaceray|Peaceray]] ([[User talk:Peaceray|talk]]) 16:02, 10 December 2023 (UTC) == Introducing a new regular report for the Newsletter == Hello to the This Month in GLAM editors. I want to start a new regular report for the Memory of the World, a project I'll be working on for the next year. I've [https://outreach.wikimedia.org/w/index.php?title=GLAM/Newsletter/Newsroom&diff=prev&oldid=264064 added a new section to the Newsroom] but don't see how to add this new report to navigation templates or how to make sure it's included in the finished newsletter. Thanks in advance for any help, [[User:MartinPoulter|MartinPoulter]] ([[User talk:MartinPoulter|talk]]) 12:11, 4 November 2024 (UTC) :Update: I've [https://outreach.wikimedia.org/w/index.php?title=GLAM/Newsletter/Contents&diff=prev&oldid=264082 added the new report to the Contents template]. I hope this is enough for it to be included in the newsletter. [[User:MartinPoulter|MartinPoulter]] ([[User talk:MartinPoulter|talk]]) 15:34, 4 November 2024 (UTC) t3bxcemzxyjjr0itc50itufuubls9w7 277829 277828 2026-07-20T00:41:04Z Jianhui67 5365 Reverted edits by [[Special:Contributions/~2026-40655-39|~2026-40655-39]] ([[User talk:~2026-40655-39|talk]]) to last revision by [[User:MathXplore|MathXplore]] 264083 wikitext text/x-wiki __NEWSECTIONLINK__ {{TNT|GLAM navigation}} <div style="text-align:center; margin:auto; width:80%;"><span style="font-size:140%">One discussion page to rule them all!<br />'''Archives:''' [[/2010|2010]] – [[/2011|2011]] – [[/2012|2012]] – [[/2013|2013]] – [[/2014|2014]] – [[/2015|2015]] – [[/2016|2016]] – [[/2017|2017]]</span></div> __TOC__ [[Category:GLAM|Discussion]] == irc #wikimedia-outreach == I tried to join the #wikimedia-outreach irc channel but it redirected me to #wikimedia instead. Is the channel active, and how do I join it? or does this page need to be updated? --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 09:21, 31 January 2016 (UTC) : Hi [[User:Mu301]] I know this is 4 years late, did you athenticate your user on irc? --[[User:Jtm-lis|Jtm-lis]] ([[User talk:Jtm-lis|talk]]) 14:05, 16 November 2020 (UTC) :: So i just tried to join, something I should of done probably before replying to your comment, but it is an invite only channel. <code>14:07 <-- ChanServ has kicked jtm-lis (Invite only channel)</code> --[[User:Jtm-lis|Jtm-lis]] ([[User talk:Jtm-lis|talk]]) 14:08, 16 November 2020 (UTC== How to get notifications of events in my area before they happen? == Completely serendipitously I discovered there's an Art+Feminism editathon near me next month. How can I be notified of these things? The GLAM newsletter tells me what happened but not what's coming up, and this event isn't on next month's calendar. --[[User:Valereee|Valereee]] ([[User talk:Valereee|talk]]) 12:38, 12 November 2019 (UTC) :Hello? Anyone here? This says it's the one discussion list to rule them all, lol...[[User:Valereee|Valereee]] ([[User talk:Valereee|talk]]) 14:05, 20 November 2019 (UTC) ::{{ping|Valereee}} Hello and welcome. I've also found that GLAM events can be difficult to learn about. (I missed the registration deadline for a nearby conference this month.) This has been an [[meta:Talk:GLAM|ongoing problem as pages are scattered on multiple wikis]]. To confuse the matter further I've seen local groups use meetup.com or mailing lists instead of posting on wiki. I would suggest signing up for a local [[w:Wikipedia:Meetup]] though some groups are better at publicizing events than others. [[w:Wikipedia:Meetup/ArtAndFeminism]] has a page though I don't know how frequently they post news. I listed my self as the local contact at [[w:Wikipedia:GLAM/Connect]] hoping to learn more about activity in my area. I've been contacted a couple of times since 2012... --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 22:19, 22 November 2019 (UTC) == FindingGLAMs Challenge – a Wikidata competition focused on GLAMs == [[File:FindingGLAMs medal.svg|left|120px]] Dear Wiki-friends, We would like to invite you to participate in the '''[[:metawikipedia:FindingGLAMs_Challenge|FindingGLAMs Challenge]]''', a Wikidata editing competition focused on GLAMs (galleries, libraries, archives and museums). It takes place '''February 17th – 23rd 2020''' and you can find more information [[:metawikipedia:FindingGLAMs_Challenge/About|here]] – or sign up directly [https://outreachdashboard.wmflabs.org/courses/Wikimedia_Sverige/FindingGLAMs_Challenge?enroll= here]. The goal is to add as much information about GLAMs as possible, and the winners will receive prizes funded by '''Wikimedia Sverige''' and '''UNESCO'''. Best, [[User:Alicia Fagerving (WMSE)|Alicia Fagerving (WMSE)]] ([[User talk:Alicia Fagerving (WMSE)|talk]]) 08:58, 31 January 2020 (UTC) == Endorsements requested: Project Grant == I've just submitted [[metawiki:Grants:Project/McMaster_University_Health_Sciences_Library_Faculty_&_Researcher_Engagement_Effort#Project_goals|a project grant]] that will fund our library's efforts to get faculty and researchers on board with leveraging their expertises with Wikipedia! Check it out and kindly endorse if you support it. [[User:Mcbrarian|Mcbrarian]] ([[User talk:Mcbrarian|talk]]) 21:28, 20 February 2020 (UTC) == glam﹫wikimedia.org doesn not work? == bad email alias? == HASS == Hi all, I've made a Wikipedia stub on [[w:Humanities, arts, and social sciences]] to mirror the [[w:STEM]] article. I think there are sufficient research and commentary about HASS as a combined concept that there enough to discuss as a topic. I thought I'd flag it here, since members of this community might be well placed to chip in from an international point of view. [[User:Evolution and evolvability|Evolution and evolvability]] ([[User talk:Evolution and evolvability|talk]]) 03:47, 30 July 2020 (UTC) == Multilingual Education in Odisha, India by Mahendra Kumar MIshra == == Multilingual Education in Tribal Schools of Odisha: An Introduction Dr Mahendra Kumar Mishra Folklore Foundation mkmfolk@gmail.com Why MLE • Many states of India have a uniform curriculum and textbooks which is not suitable for the tribal children whose home language is different from the school language. • Denying children from their mother tongue education lead to serious intellectual damage which blocks learning of the children • Research has shown that children do better when they are taught in their mother tongue. (Thomas and Collier).Children competent in the mother tongue can do better in other tongues. • It is essential to sustain cultural and linguistic bio-diversities to promote human knowledge which is a part of intellectual property. Culture and language should be the foundation of education especially in ethnic minority and linguistic minority communities to make education context-specific. • Multilingual education is a reality and it is a resource. Research says that the mental development of multilingual children is better than monolingual children. MLE GOALS 1. Ensure equity and quality education to tribal children to explore the world around them and use their resources meaningfully for their livelihood. 2. Empower the tribal children with reading and writing skills to acquire knowledge and information in their mother tongue as well as in-state/ national and international language 3. Develop a socio-economic status in comparison to others through literacy. 4. Develop self-respect in/for their language and culture and enrich human knowledge. 5. National integration is not threatened National Curriculum Framework 2005 NCF 2005 envisages for language education and has mentioned that 1. Language teaching needs to be multilingual not only in terms of the number of languages offered to children but also in terms of evolving strategies that would use the multilingual classroom as a resource. 2. Home language/mother-tongue of children should be the medium of learning in the schools. 3. Second language acquisition through basic proficiency and development of language as an instrument for abstract thought and knowledge acquisition through literacy. 4. The aim of English teaching is the creation of multilingual that can enrich all our languages; this has been an abiding national vision. English needs to finds its place along with other Indian languages in different states... 5. Learning to Read and write The authentic place of mother tongue in the educational domain is not meant to be subtractive but additive which fosters healthy multilingualism and ensures the growth of all languages. Setting the Goal: PLANNING: Out of 30 districts, 17 districts belong to Tribal Sub Plan (TSP) and 13 districts are in Special Component Plan( SCP). Convincing that tribal is not in social isolation and always are with the nontribal across the ages, tribal education was spread over 30 districts of Odisha and Tribal Coordinators were in a position to plan and implement on tribal education along with the education of Dalits and religious minorities like Muslims and Christians. 1. Initial Language Education Plan Orissa Child census 2005 Data: Government of Odisha conducted a mega programme entitled Odisha Child Census 2005 to enumerate the children of 6 – 14 age in 72 000 villages. The reason for such a big survey was to track the children’s data and know their status of enrollment, retention, achievement level and enumerate out of school children. The aim of this survey was also to enumerate the linguistic background of all children irrespective of tribal or nontribal. While collecting data in OCC -2005 total of 17 tribal languages were selected that covered the majority of tribal language speakers in the state. These are Santali, Munda, Oram, Kishan, Koya, Kui, Kuwi and Saora, Bonda, Juang, Banjara, Bhunjia, Ho, Birhor, Bhumia, khadia, Lodha, Gadaba, and some other tribes. 2. Linguistic Survey and Mapping: A sample survey was conducted in 25 thickly tribal populated Blocks where the percentage of tribal population is more than 50 Percent. The purpose of the study was to assess the level of exposure of tribal children in state language and the teachers level of exposure to understand the children’s language. The level of parents in home and society were also enumerated to know whether they are exposed to state language or academic language. It was evident from the survey that though the parents are partially exposed to state language, school children in those areas are not exposed to school language. Based on the above information, schools were identified with tribal children with monolingual/bilingual situation. Linguistic Diversity in Schools of Orissa: From the Child Census 2005, it was inferred that there are 11749 schools in the state with at least 20 plus children in each school with linguistic diversities. These schools are located in 11 districts where the rate of dropout /never enrolled tribal children with a substantial gap of home language and school language. There were 3400 schools in the state with 100 % tribal children in the schools speaking their home language. The majority of monolingualism of monitory communities was a major challenge to the state since these languages were historically neglected and the children were the victim of learning deficit for decades. Either teacher was nontribal and they were intended to teach in the state medium of instruction to mainstream the children. Use of children’s language was not promoted until 1997 in Odisha. Orissa Initiative on MLE Planning: In October 2005, Govt. of India, in collaboration with NCERT, CIIL and UNESCO conducted a National Seminar in Mysore on Multilingual Education in which many states took part in it. Government of India took a decision that multilingual education will be introduced in the states of India where the gap of home language and school language is high. The states were responsible to adopt the programme depending on their state political will, beurocratic support and academic initiation. Based on that Orissa took up MLE in April 2006 as a systemic programme. Child Census 2005 and Linguistic Survey helped a lot to envision the MLE in the areas where they need for mother tongue-based multilingual education is necessary. In July 2006 State Tribal Advisory Committee(TAC) headed by Mr Naveen Patnaik, the Chief Minister, Orissa decided to adopt ten tribal languages as the medium of instruction and to start with, introduce schools with 100 % tribal children, so that the mother tongue of the children could be given due space in the classroom and Odia would be the second language to be taught in class II. The TAC decided to adopt ten languages for multilingual education. The languages adopted are Santali, Saura, Koya, Kui, Kuvi, Kishan, Oram, Munda as major languages. Juang and Bonda as endangered languages.TEH responsibility was assigned to Odisha Primary Education Programme Authority ( OPEPA) in which Unit of Tribal Education was in operation since 1995. Criteria of selection of Schools: Schools were selected based on the following criteria: 1. Where the gap of home language and school language is high 2. Number of tribal children in the school belongs to 100 % monolingual 3. At least it should be a primary school with five classes and five teachers 4. At least one teacher from mother tongue to teach in tribal language District MLE Steering Committee was formed in the districts. The Collectors the Chair Person along with education officers and public representatives to identify such schools and approve the introduction of MLE in government schools. Status of Pilot Schools During 2006-07, 277 schools were adopted under the MLE approach in ten tribal languages. Additionally, 100 schools with Santali speaking children in Mayurbhanj district were also adopted. In 2006-27 schools were adopted as followings: District Language NO of schools in 2007-08 Class I No of schools in 2008-09 Class I No of school in 2008-09 class II Gajapati Saura 20 20 20 keonjhar Juang 10 10 10 Mayurbhanj Munda 10 10 10 Santali - 100 Malkangiri Bonda 5 20 5 Koya 20 20 20 Sambalpur Kishan 19 17 19 Sundargarh Oram 20 20 20 Munda 10 10 10 Rayagada Saura 4 10 4 Kuwi 20 20 20 Kandhmal Kui 20 20 20 Total 158 277 158 Preparation of Curriculum, Textbooks and Teacher Training Module: Curriculum and instructional materials were made from July 2006 to May 2007. The teachers were selected from respective tribal communities. They were trained on MLE approach. A significant component of any multilingual education program is the provision of instruction in the first language, second (or third) language—the language of more advanced education. Since second language instruction and learning are well-established academic traditions, there is plenty of research and numerous models to draw from in developing curricula for this area. National and International Resource persons provided their academic support on the MLE approach. The principles of thematic approach in the curriculum were adopted and accordingly theme web was prepared from the cultural themes of the respective tribal communities and subsequently based on these themes materials were prepared. Teachers from ten tribal communities and 8 DIET faculties in charge of MLE were trained on the MLE approach and engaged in material preparation. The two-track method BICS ( Basic interpersonal communication skill) and CALPS ( Cognitive Academic Language Proficiency Skill) were taken in the preparation of curricular themes /textbooks ( alphabet chart, alphabet book, number chart, number book, for CALPS and Big Book, Small Book, listening story, story chart etc. for BICS). Thirty-week theme web is administered in a calendar year in the MLE school. Each week contains a set of books for the children to read. Thus there are more than 90 books in class-I and 90 Books in class II. In addition to this listening stories, experience stories and story chart are used by the children for innovative self-reading. For class II Oriya was introduced as a second language and therefore second language acquisition skill was adopted as the bridging strategies for language education and word web, alphabet book, Big Book and small Book in Oriya ( both in MT and L2 ) were prepared. Teacher Training Module was also prepared based on the basic theories of MLE. Theories and methods of MLE, content and process, subject areas, the importance of the use of TLM, classroom transaction, inbuilt evaluation are in the module. The best practice that was developed in MLE Orissa was that teachers from the tribal communities were engaged in curriculum design, material production and preparation of teacher training module. Transition plan from Mother's tongue to Second language acquisition: Mother tongue in Class I as a subject and as a medium adopting cultural content from class I to class V Odia as the second language is introduced in Class II until Class V and beyond English in Class III to V and beyond *Math From class I to Class III in mother tongue and then in class IV and V in Odia as a school language Environment science from Class I to III in Mother's tongue and in class IV and V in Odia. Training of teachers of Pilot MLE Schools: It is widely acknowledged that good teachers are important to a good education. Most countries have established teacher-training institutions to supply teachers to their schools. However, these institutions are normally structured to prepare teachers to teach only in a/the language of wider communication. Multilingual Education or mother tongue-based education is adopted, but it is hard to get resource institutions who can deliver the goods based on the principles of language education. Therefore, teachers and DIET lecturers were trained as Master Trainers on MLE in the curriculum development and material development programmes. A fifteen days teacher training programme is prepared for class I and another 15 days training programme for class II teachers by the state MLE resource group. The training module is sound in terms of spelling out the basics of MLE theory and practice. Monitoring and Assessment of MLE Schools: The monthly resource day meeting is held in the Block involving the pilot MLE teachers to discuss the effectiveness of the teaching-learning process of the children. Detail documentation of teachers experience and reflection of classroom transaction on children’s performance are captured. This helps in improving the teaching and learning process. A monitoring team is constituted at the district /Block/CRCC level to assess the day to day schooling of MLE pilot schools. The BRCC and CRCC are oriented on how to monitor and assess the classroom transaction effectively so that the children can learn meaningfully. Besides, reading and writing, fluency of children, exposure of children in discussion and dialogue with the peer group, updating weekly writing files, and reading of Big Book and small Book are monitored. Documentation Process documentation of all the workshops related to MLE is available in OPEPA web sites. MIS unit of SSA Orissa contains the details of language speakers. (www.opepa.in) Problem faced: Issues : Engagement of mother tongue teachers in MLE schools Engagement of BRP for MLE in clusters to monitor MLE schools. Study and research on MLE Future Direction 1. Orissa aims at scaling up 1000 schools with linguistic diversities through adopting MLE approach over a period of five years 2007-08 to 2012. So the schools will be opened cumulatively 2. Regional Resource Centers for Tribal Education( RCTE) will be opened in three DIETs ( Baripada, Sambalpur and Jeypore ) for north, west and south zones of Orissa to provide a knowledge base to teachers serving in MLE. The RCTE s will conduct research, develop curriculum, train teachers and evaluate and monitor. 3. Alternative Bilingual/multilingual approach to be adopted for schools with more than one language to teach them a second and third language simultaneously. 4. ECCE in Pilot schools is to be taken up for language education to bridge the language gap of pre-primary and primary education. 5. Setting up a knowledge hub in the country involving the international agencies and National agencies on concretizing tribal education in the country, and create an interstate network for MLE 6. Community ownership and involvement in curriculum design is a better sign which can gradually help the project to make it a bottom-up approach, thereby empowering the tribal communities to own the school knowledge, as their knowledge system. ( Besides MLE, Srujan is another programme which is adopted in Orissa for retention in schools by supporting children with creative learning through child-friendly activities like storytelling, traditional games, and running community resource centres and use of folklore in material development.) == == Commons Property == Hi All, I've proposed a [[wikidata:Wikidata:Property_proposal/medium|Wikidata property]] to help distinguish between different GLAM-related images like paintings, drawings, photographs, objects, etc. Please share your thoughts in the discussion. --[[User:Adam Harangozó|Adam Harangozó]] ([[User talk:Adam Harangozó|talk]]) 08:56, 28 September 2020 (UTC) == GLAMorous issues? == Hey, I don't know if this is the right place to give feedback on tools, but GLAMorous isn't showing all the images in a given category under "file usage details." [[User:Rachel Helps (BYU)|Rachel Helps (BYU)]] ([[User talk:Rachel Helps (BYU)|talk]]) 17:06, 28 July 2021 (UTC) ==Migrating the newsletter to Meta== Sorry to see the newsletter go but if the goal is to have enhanced visibility, wouldn't it make sense to post the newsletter here and at Meta? They aren't mutually exclusive. [[User:Koavf|Koavf]] ([[User talk:Koavf|talk]]) 07:18, 11 November 2021 (UTC) : FYI in case anyone is looking for the discussion about whether to migrate Outreach and the GLAM newsletter to meta, it's here: [[:meta:Requests_for_comment/Outreach_migration#Discussion]]. - [[User:Fuzheado|Fuzheado]] ([[User talk:Fuzheado|talk]]) 18:08, 4 January 2022 (UTC) == ARTSTOR Images == Hi, [[w:en:JSTOR|JSTOR]] has a section for images called ARTSTOR which has many images released under public domain. Some or all of these are not on Commons. Examples: [https://www.jstor.org/stable/community.26313001?seq=1], [https://www.jstor.org/site/artstor/open-science-museum-group/] Could someone do a batch download/upload of these images to Commons? That's beyond my skills but I think it would be great. Best, --[[User:Adam Harangozó|Adam Harangozó]] ([[User talk:Adam Harangozó|talk]]) 11:46, 15 February 2022 (UTC) == Is there a team I can consult to approach GLAM's? == I want to approach the Bank of Korea's Money Museum but I don't speak Korean, is there perhaps a group I can directly ask to help with approaching them? Or should volunteers do all of the approaching themselves? --<span id="Donald_Trung:1661631414670:GLAM/Discussion" class="BawlCmt"> —&nbsp;[[User:Donald Trung|Donald Trung]] ([[User talk:Donald Trung|talk]]) 20:16, 27 August 2022 (UTC)</span> == Number of visits on Commons? == Hi, can any of the tools listed analyse the number of visits of individual images uploaded in the same category to Wikimedia Commons? [[User:Richard Sekerak (WMCZ)|Richard Sekerak (WMCZ)]] ([[User talk:Richard Sekerak (WMCZ)|talk]]) 18:18, 24 January 2023 (UTC) == Does anyone have a connection with the Frick Art Reference Library == I saw a small exhibition of work by Albert Wainwright ([[:wikidata:Q96657484|Q96657484]]) at the Wolfsonian-FIU ([[:wikidata:Q2178180|Q2178180]]) in Miami. I see that Wainwright died in 1943, & the UK has life +70 copyright laws, so his work is in the public domain. I see that the Frick Art Reference Library Photoarchive ([[:wikidata:Q5503389|Q5503389]]) has an example of his work. They probably have other items. I would like to get these on Commons, & was wondering how best to contact the Frick to work out some sort of arrangement. [[User:Peaceray|Peaceray]] ([[User talk:Peaceray|talk]]) 16:02, 10 December 2023 (UTC) == Introducing a new regular report for the Newsletter == Hello to the This Month in GLAM editors. I want to start a new regular report for the Memory of the World, a project I'll be working on for the next year. I've [https://outreach.wikimedia.org/w/index.php?title=GLAM/Newsletter/Newsroom&diff=prev&oldid=264064 added a new section to the Newsroom] but don't see how to add this new report to navigation templates or how to make sure it's included in the finished newsletter. Thanks in advance for any help, [[User:MartinPoulter|MartinPoulter]] ([[User talk:MartinPoulter|talk]]) 12:11, 4 November 2024 (UTC) :Update: I've [https://outreach.wikimedia.org/w/index.php?title=GLAM/Newsletter/Contents&diff=prev&oldid=264082 added the new report to the Contents template]. I hope this is enough for it to be included in the newsletter. [[User:MartinPoulter|MartinPoulter]] ([[User talk:MartinPoulter|talk]]) 15:34, 4 November 2024 (UTC) 1fkpa73lmswemiy99oexnwbkyuyp2y7 4 2239 277820 277429 2026-07-19T13:02:44Z Analogue Archivist 57995 277820 wikitext text/x-wiki {{Sandbox header/en}} <!-- Please leave this line alone! --> {{Infobox person | name = Jo Gilbert | image = | caption = | birth_name = Joanne Lesley Gilbert | birth_date = {{birth date|1955|6|7|df=y}} | birth_place = [[Leicester]], England | death_date = {{death date and age|2018|9|15|1955|6|7|df=y}} | death_place = [[Newtownards]], County Down, Northern Ireland | death_cause = Brain tumour | occupation = Film producer, casting director | years_active = 1993–2018 | spouse = {{Marriage|[[Marc Sinden]]|1977|1997|reason=divorce}} | children = 2 | relatives = [[Donald Sinden]] (father-in-law) }} '''Joanne Lesley Gilbert''' (7 June 1955 – 15 September 2018) was an English film producer and casting director. Based in Holywood, Northern Ireland, for much of her later career, she was a significant figure in the development of the Northern Ireland film industry. Gilbert is credited with helping to establish the region as an international filming location, most notably by converting Belfast's Paint Hall into a working studio for the 2002 film ''Puckoon''. == Early life == Gilbert was born on 7 June 1955 in Leicester, England. == Career == Gilbert began her career in casting, working on productions such as ''The Mystery of Edwin Drood'' (1993). She later transitioned into producing and established the production company '''Real Holywood Productions''', based in Holywood, County Down. === Development of Northern Ireland film industry === Gilbert played a pivotal role in the expansion of the screen industry in Northern Ireland. She was an early advocate for the region's potential as a filming hub, often working to secure international productions. In 2002, she produced the film adaptation of Spike Milligan's novel ''Puckoon''. For this production, she secured the use of the Paint Hall—a disused facility at the Harland & Wolff shipyard—and converted it into a film studio. This marked the first time a movie was filmed in the facility, which later became the primary studio for the hit series ''Game of Thrones''. Her subsequent work included producing the 2007 romantic drama ''Closing the Ring''. Gilbert successfully persuaded director Richard Attenborough to film the project in Belfast, further raising the profile of the local industry. === Later work === In 2016, Gilbert produced ''Property of the State'', a drama based on a true story. At the time of her death, she was producing ''Great West End Theatres'', a 40-part documentary series. She was also in pre-production for a film titled ''The Ribbon''. == Personal life == Gilbert was married to the actor and producer [[Marc Sinden]] from 1977 until their divorce in 1997. Through this marriage, she was the daughter-in-law of the actor Sir [[Donald Sinden]]. The couple had two children, Hal Sinden and Bridie Sinden. == Death == Gilbert died on 15 September 2018 in Newtownards, County Down, at the age of 63, following a battle with a brain tumour. Her contributions were memorialized by Northern Ireland Screen, who stated that she "flew a staggeringly energetic flag for the potential of the film industry for Northern Ireland long before anyone else would take it seriously". == Selected filmography == * ''The Mystery of Edwin Drood'' (1993) – Casting Director * ''Puckoon'' (2002) – Producer * ''Closing the Ring'' (2007) – Producer * ''Property of the State'' (2016) – Producer * ''Great West End Theatres'' (2018) – Producer (Series) == References == {{Reflist}} {{Authority control}} [[Category:1955 births]] [[Category:2018 deaths]] [[Category:English film producers]] [[Category:English casting directors]] [[Category:People from Leicester]] [[Category:People from Holywood]] [[Category:Deaths from brain tumour]] atonz7qgabefg98070gctb2zjsp7k47 277821 277820 2026-07-19T13:03:11Z Analogue Archivist 57995 Replaced content with "{{Sandbox header/en}} <!-- Please leave this line alone! -->" 277821 wikitext text/x-wiki {{Sandbox header/en}} <!-- Please leave this line alone! --> 4mce0etbkwwymu1wvbirplszszo71bq 0 72939 277822 2026-07-19T19:49:27Z Winnieswikiworld 50577 Created July newsletter 277822 wikitext text/x-wiki <noinclude>{{:GLAM/Newsletter/July 2026/Header}}</noinclude> {{GLAM/Newsletter/Title|Wikipedia Workshop at Te Toi Uku|By [[User:Winnieswikiworld|Winnieswikiworld]]}} === Wikipedia Workshop at Te Toi Uku Crown Lynn and Clayworks Museum === === Heading 2 === <br /> <noinclude>{{GLAM/Newsletter/Comments|month=July 2026}}</noinclude> rjxeoyncvhu67crtw8ckwhp8y4qzjrd 277823 277822 2026-07-19T20:52:06Z Winnieswikiworld 50577 Wiki Workshop section added 277823 wikitext text/x-wiki <noinclude>{{:GLAM/Newsletter/July 2026/Header}}</noinclude> {{GLAM/Newsletter/Title|Wikipedia Workshop at Te Toi Uku|By [[User:Winnieswikiworld|Winnieswikiworld]]}} === Wikipedia Workshop at Te Toi Uku Crown Lynn & Clayworks Museum === [[File:Wikipedia Workshop Te Toi Uku.jpg|thumb|Editing at Te Toi Uku Crown Lynn & Clayworks Museum]] On Saturday 18 July, a Wikipedia Workshop was held at Te Toi Uku Crown Lynn & Clayworks Museum. Attendees enjoyed a tour of the museum which covered the early industrial history of West Auckland to the iconic story of Crown Lynn Potteries. They even got to walk inside the newly reopened heritage kiln on site. The Wikipedia workshop encouraged new and experienced editors to focus on enriching Wikipedia content relating to local West Auckland ceramics history. Edits were made on a variety of pages including [https://en.wikipedia.org/wiki/Crown%20Lynn Crown Lynn], [https://en.wikipedia.org/wiki/Dave_Jenkin Dave Jenkin], [https://en.wikipedia.org/wiki/Frank%20Carpay Frank Carpay], [https://en.wikipedia.org/wiki/Mirek_Sm%C3%AD%C5%A1ek Mirek Smisek], [https://en.wikipedia.org/wiki/Ernest_Shufflebotham Ernest Shufflebotham], [https://en.wikipedia.org/wiki/Rice%20Owen%20Clark Rice Owen Clark], [https://en.wikipedia.org/wiki/Tom_Clark_(industrialist) Tom Clark (industralist)], [https://en.wikipedia.org/wiki/Briar%20Gardner Briar Gardner] & [https://en.wikipedia.org/wiki/Luke_Adams_Pottery Luke Adam Pottery]. New articles, [https://en.wikipedia.org/wiki/Daniel%20Steenstra Daniel Steenstra] and [https://en.wikipedia.org/wiki/Crum%20Brick,%20Tile%20and%20Pottery%20Company Crum Brick, Tile and Pottery Company] were created too! === Heading 2 === <br /> <noinclude>{{GLAM/Newsletter/Comments|month=July 2026}}</noinclude> 0hjyi8r04nkgdg7r0nyy9o115dkvi8j 277824 277823 2026-07-19T20:53:10Z Winnieswikiworld 50577 277824 wikitext text/x-wiki <noinclude>{{:GLAM/Newsletter/July 2026/Header}}</noinclude> {{GLAM/Newsletter/Title|Wikipedia Workshop at Te Toi Uku|By [[User:Winnieswikiworld|Winnieswikiworld]]}} === Wikipedia Workshop at Te Toi Uku Crown Lynn & Clayworks Museum === [[File:Wikipedia Workshop Te Toi Uku.jpg|thumb|Editing at Te Toi Uku Crown Lynn & Clayworks Museum]] On Saturday 18 July, a Wikipedia Workshop was held at [https://en.wikipedia.org/wiki/Te_Toi_Uku_%E2%80%93_Crown_Lynn_%26_Clayworks_Museum Te Toi Uku Crown Lynn & Clayworks Museum]. Attendees enjoyed a tour of the museum which covered the early industrial history of West Auckland to the iconic story of Crown Lynn Potteries. They even got to walk inside the newly reopened heritage kiln on site. The Wikipedia workshop encouraged new and experienced editors to focus on enriching Wikipedia content relating to local West Auckland ceramics history. Edits were made on a variety of pages including [https://en.wikipedia.org/wiki/Crown%20Lynn Crown Lynn], [https://en.wikipedia.org/wiki/Dave_Jenkin Dave Jenkin], [https://en.wikipedia.org/wiki/Frank%20Carpay Frank Carpay], [https://en.wikipedia.org/wiki/Mirek_Sm%C3%AD%C5%A1ek Mirek Smisek], [https://en.wikipedia.org/wiki/Ernest_Shufflebotham Ernest Shufflebotham], [https://en.wikipedia.org/wiki/Rice%20Owen%20Clark Rice Owen Clark], [https://en.wikipedia.org/wiki/Tom_Clark_(industrialist) Tom Clark (industralist)], [https://en.wikipedia.org/wiki/Briar%20Gardner Briar Gardner] & [https://en.wikipedia.org/wiki/Luke_Adams_Pottery Luke Adam Pottery]. New articles, [https://en.wikipedia.org/wiki/Daniel%20Steenstra Daniel Steenstra] and [https://en.wikipedia.org/wiki/Crum%20Brick,%20Tile%20and%20Pottery%20Company Crum Brick, Tile and Pottery Company] were created too! === Heading 2 === <br /> <noinclude>{{GLAM/Newsletter/Comments|month=July 2026}}</noinclude> 3uormrx863nv7wtb2ra074zq554ra4q