Participating in the On-Wiki Skills Mentorship Programme organized by African Wiki Women was a transformative experience that shaped my understanding of open knowledge and digital collaboration.

How it all started

At the beginning of the programme, I was eager but had limited knowledge of how Wikimedia platforms work. The training provided a welcoming and supportive environment where I could learn, ask questions, and grow alongside other participants.

Skills I gained

Throughout the three-month training, I developed several important skills. Wikipedia Editing; I learned how to create and edit articles, ensuring they are well-structured, neutral, and properly referenced. On Wikidata, I gained hands-on experience in adding and managing structured data, making information more accessible and interconnected. Also on Wikimedia Commons Uploads, I learned how to upload images, apply the right licenses, and organize files for global use.These skills have empowered me to actively contribute to the global knowledge ecosystem.

Impact and Growth

The programme did not just teach technical skills, it also improved my research ability, critical thinking, and confidence in sharing knowledge. I became part of a community that is passionate about promoting African stories and ensuring representation online.

Recognition and Achievements

At the end of the programme, I received a certificate and testimonial in recognition of my dedication and successful participation. This achievement motivates me to continue contributing to Wikimedia projects and supporting open knowledge initiatives.

Conclusion

The On Wiki Skills Mentorship Programme has been a rewarding journey. It has equipped me with lifelong skills and inspired me to contribute meaningfully to the Wikimedia movement. I am proud to be part of a growing community working to make knowledge free and accessible to everyone. I would love to encourage all African female Wikimedians to apply for this program because apart from learning how to create and edit Wikipedia and Wikidata, you will also learn how to upload media on Commons and even the general guidelines for each projects.

Hi, I am KITAMURA Sae, a Wikimedian from Japan and author of ‘Don’t Turn Me into Petunias: Confessions of a Wikimania Program Reviewer‘. This year, I worked as a scholarshop reviewer of ESEAP 2026 Conference in Kaohsiung. I am very happy that I was able to work with various wonderful Wikimedians from ESEAP regions at the scholarship committee, and I cannot thank more for the COT of the conference. Now that all the scholars arrived at the conference, I would like to talk briefly about my experience as a scholarship reviewer again unless it borders on an invasion of privacy, since I noticed a striking point during the scholarship review process, which might be helpful for future scholarship applicants. In short, I have one (perhaps important) piece of advice for future scholarship applicants.

My advice is to boast youself more seriously and ostentatiously. What was most striking for me during the review process was how humble East Asian scholarship applicants were, especially Japanese and Korean Wikimedians. Wikimedians in these areas achieved interesting things and the Wikimadia community wants to know more about that – however, most of East Asian applicants were too modest about their activities. Judging from the applications documents, some of you look like beginners with little experience in organising events or governance, although, in fact, you are among the most respected and active members of your communities. Application documents from other regions, however, looked much more flashy – lists of endless achievements, diff entries, and names of big projects. They are very specific about each achievement, with references and links (which is so Wikimedian). I felt the ‘all eyez on me, I’m the best Wikimedian in town’ vibe from these application documents. It is, in my opinion, a good thing.

I understand why we, East Asians, are so polite and humble. Humility is one of the most imporant virtues in East Asian culture. We are brought up to think that bragging is an unpleasant vice. When you are praised about your work, your standard reply would be ‘Oh, it is nothing’.

This mindset, in a sense, goes well with Wikimedia culture. Wikimedians are volunteers. We all contribute to Wikimedia for free, and the results are public goods and fruits of collaboration. We should not treat public goods created by collaboration as one person’s achievement or property. Good things should be shared by everyone, and a spirit of service is closely associated with humility. There is nothing wrong about being polite when you volunteer during daylight.

Well, however, when you write applications for money under the moonlight, that would be different. Your application documents will read by reviewers who have no idea at all about your achievements. You must show how good you are, what you have achieved, and what kind of wonderful projects you are going to do in the future. Self-boasting is a must-do in the application process.

On 4 March 2026, at the 25th birthday event of Wikipedia in Tokyo, I gave a lightning talk about this issue, and said to my fellow Japanese Wikimedians, ‘Unleash your inner gangsta rapper!’. I am not telling you to buy luxurious sneakers or to write articles with complicated rhymes, but I am telling you to try the gangsta rapper-level self-boasting. Hiphop musicians, especially gangsta rappers, are very good at braggadocio. They have infinite vocabulary to brag about their rapping skills. Most East Asian Wikimedians could not master that level of self-boasting rhetoric if they tried, but that kind of mindset would help us to be confident in praising ourselves.

Perhaps some of you might think that encouraging East Asian Wikimedians to brag about themselves in application documents is a deplorable symptom of Westernisation or globalisation. Others might say that Wikimedians should not succumb to vanity by pimping a butterfly. As an East Asian Wikimedian, however, I have rarely respected this humility culture. I would rather go with gangsta rappers than not getting funded or not feeling good about myself. As Wikimedians, we have done amazing things to the world and will continue to do that. How could we not brag about that? So, my fellow East Asian Wikimedians, contribute to Wikimedia like a paragon of humility, and brag about yourself like a gansta rapper in writing applications.

The call for session proposal submissions for the Queering Wiki 2026 Conference, to be held in Montreal, Canada, is now open, and submissions can be made through Eventyay. The submission period remains open until 30 June 2026. The sessions will be in-person presentations, and successful applicants will be contacted after the submission period closes.

Participants are invited to propose sessions, workshops, and discussions that align with the conference theme, “Knowledge without Borders: Queer History and Queer Futures.” Queering Wiki 2026 is organized into three thematic streams, with tracks designed to navigate the intersections of our past, present, and the possibilities of our futures.

The tracks are:

• Knowledge Without Borders: Bridging Geographies, Languages, and Genders
• Queer Histories: Archives, Museums, and Historical Reparation
• Queer Futures & Wild Ideas: Innovation and Exploration

You can find information about the three tracks on Meta-Wiki.

Session Formats

There are five session formats to choose from:

• Poster Presentation (5 minutes)
  Presentation and discussion with a poster. Posters should be available on Wikimedia Commons, formatted to A1 (59.4 × 84.1 cm / 23.39 × 33.11 in) for print, and submitted as .png or .svg files.
• Lightning Talk (7–10 minutes)
  Share your topic in 5–7 minutes, with an additional 3 minutes for Q&A.
• Presentation (15–20 minutes)
  A traditional presentation on the topic of your interest, including slides — 15 minutes for presentation and 5 extra minutes for Q&A.
• Panel Discussion (45–60 minutes)
  Three or more presenters sharing topics on a common theme, with an optional facilitator. Each presenter will have 10–15 minutes, followed by extra time for Q&A.
• Workshop (60–90 minutes)
  An interactive, hands-on session where participants move beyond listening to actively practicing new skills or solving specific problems.
• Strategy Session (60–90 minutes)
  A facilitated discussion on how to engage local, regional, national, and/or global communities in LGBTIQ+ Wikimedia efforts. This time will be dedicated to meeting people with common goals and drafting a strategic plan for LGBTQ+ community engagement efforts.

You may submit your proposal in English, French, or Spanish. The Programming Team will review all submissions after the call closes and will communicate outcomes via email to all applicants.

Note: By submitting a proposal, you agree that:

• Your proposal abstract and any associated slides or materials will be released under the Creative Commons Attribution-ShareAlike 4.0 License; and
• If accepted, your session may be broadcast and/or recorded and made available in audio and/or visual form under the same license.

If you prefer not to be filmed during your session, please indicate this as a special requirement when submitting your proposal.

Proposal Review Process

The Programme Committee will review all proposals.

Each submission will be evaluated based on several factors, including:

• The potential impact and expected outcomes of the session;
• The relevance and connection of the proposal to the conference theme or one of the focus areas; and
• The level of anticipated community interest and participation.

Committee members will score each submission, and average scores will determine which proposals are accepted, based on the available programme schedule.

If there are multiple similar proposals covering the same topic, the Programme Committee may suggest merging sessions or collaborative presentations to ensure broader representation and reduce overlap.

The future Yes We Tech network of editors has been launched as an initiative driven by Yes We Tech and Wikimedia Spain to promote the creation and improvement of content about women scientists and technologists on Wikipedia. Through the “Women in STEM: training in Wikimedia projects” programme, both organisations sought to help reduce the gender gap that still persists on the internet and in the spaces where knowledge is constructed.

The initial references added were selected from the “Damos con la tecla” handbook, developed by Yes We Tech this year to continue creating and strengthening female role models and to foster new STEM vocations.

The programme combined training, digital activism and collaborative work through an inaugural conference and several editing workshops aimed at the Yes We Tech community. In total, around 50 people took part in both activities and, to date, the participants have created or improved 10 articles related to women in STEM.

A first step towards building a network of female tech entrepreneurs

On 9 April, the event “Activation: Women in STEM on Wikipedia” took place, bringing together 25 attendees and marking the launch of a meeting place for women interested in contributing to the creation of free knowledge.

More than just a conference, the event was an invitation to collective action and digital empowerment: an opportunity to claim a space for women in the world’s largest encyclopaedia and lay the foundations for a future network of Yes We Tech editors committed to diversity and the representation of knowledge.

During the session, we were joined by Mentxu Ramilo Araujo, a member of the Board of Directors of Wikimedia Spain, whose experience as a Wikimedian was key to guiding and motivating the participants in this first introduction to Wikipedia.

Throughout the conference, Mentxu reminded us that Wikipedia “is not just a website, but the world’s most important platform for collective intelligence”, also emphasising that editing can be understood as a form of activism. In this regard, she emphasised the importance of organising ourselves to document the contributions of women in STEM and to bring linguistic and local diversity to free knowledge, thereby preventing “our history from continuing to be written by others and from biased perspectives”.

Editing workshops to learn, collaborate and create content

On 10 April, a series of practical Wikipedia editing workshops began, attended by 23 women from the Yes We Tech community.

During the sessions, participants learnt the fundamental principles of Wikipedia, such as notability, verifiability and neutrality, as well as taking their first steps in creating and improving articles and gaining an understanding of how the editing community works.

These workshops aimed to go beyond technical training and foster collaborative links among women interested in generating free knowledge and combating the historical invisibility of women in STEM.

So far, the group has worked on creating and improving 10 articles related to women scientists and technologists, thereby helping to reduce the gender gap on Wikipedia and expand the diversity of content available in Spanish.

Likewise, a WhatsApp community of 26 women Wikipedia editors has been established, emerging from the talk and workshops, and it remains active as a space for support and collaboration.

A partnership for free and diverse knowledge

The collaboration between Wikimedia Spain and Yes We Tech highlighted the potential of partnerships to promote a more diverse, inclusive and representative internet.

Initiatives such as “Women in STEM: training in Wikimedia projects” not only help to add new content to Wikipedia, but also create opportunities for more women to get involved in collaborative editing and actively participate in the creation of open knowledge.

By Francisco Laso, Ph.D. Environmental Studies, Western Washington University

A student once stopped me after class and said, flatly: “You know your class is deeply depressing, right?”

He wasn’t wrong. I teach Extractivism and Its Alternatives in Latin America, a four-credit course that examines what happens when an economic system is built on removing natural resources from one part of the world (oil, minerals, soy, fish) and exporting them somewhere else, where most of the value is captured and most of the harm stays behind. I watch Environmental Studies students hold their heads as we work through the social, environmental, and economic consequences of this system. The subject is vast, the timeline is long, and the damage is real.

So student morale is something I think about. Seriously.

That’s actually how I found Wikipedia. My first instinct, when I wanted to give students a sense that their work could matter beyond our classroom, was to have them write a literature review about a resource and a region of their choice, formatted for Occam’s Razor, Western Washington University’s undergraduate research journal. I spent real time teaching proper citation, source evaluation, and academic voice. I was proud of what students produced. I told them, at the end of the quarter: submit it! You’ve put in so much work, it’s likely to get in.

When I ran into one of those students the following quarter and asked how the submission went, she told me all the essays had been rejected. Too many submissions on similar topics, the editors said.

I needed a different outlet. Something that would give students a genuine sense of contribution, that their research would actually reach someone, somewhere, and make a small difference. That’s when I came across Wiki Education, and I was immediately drawn to the premise: students contributing to open-access, public knowledge production. The democratic ideal of the internet. That was my only intention.

What I didn’t expect was what the assignment would do to the quality of their thinking.

Students learned not all sources are created equal

When students begin the course and I ask them to find sources, many reach for what they know: websites, advocacy blogs, NGO reports. They may never have learned what a peer-reviewed source is, or why it’s different from other things they find online. Teaching them to navigate scientific literature (to read widely, to build an annotated bibliography, to use reference management software like Zotero) had always been part of my course. But the Wikipedia assignment raised the stakes in a way that no assignment rubric ever quite could.

Wikipedia’s own editorial standards did the work for me.

The platform requires that every sentence be attributable to a reliable, verifiable source. Not a blog. Not an advocacy website. A source that can withstand scrutiny from any editor, anywhere in the world, at any time. Students learned this not as an abstract rule but as a lived consequence: unsourced or poorly sourced sentences get flagged, challenged, or removed. The annotated bibliographies I received after introducing the Wikipedia assignment were noticeably stronger: more numerous, more peer-reviewed, and more diverse, including sources from Latin American scholars and institutions that students would not have encountered if they had simply Googled their topic.

This last point matters especially for a course about the Global South: elevating underrepresented perspectives in a public digital space is itself a small act of the epistemic justice we discuss in class.

Students learned less is more

Before I used the Wikipedia assignment, students wrote final research papers. Long ones. And I noticed a persistent problem: length was treated as a proxy for quality. Essays were often verbose, rambling, and diluted, burying whatever was genuinely valuable beneath pages of words that added no meaning. I kept telling students: it’s not about word count, it’s about the quality of every sentence. They nodded. The papers didn’t change much.

Wikipedia changed it.

The platform has two requirements that together solved this problem. First, the citation-per-sentence standard: every claim must be grounded in a source. This forces economy of language. You cannot write a sentence you cannot substantiate. Second, and perhaps more surprisingly: Wikipedia requires a neutral point of view. Students are not permitted to share their own opinions. They cannot editorialize. They can only paraphrase what their sources say, accurately, precisely, and without embellishment.

For students in a course about urgent, emotional topics like environmental destruction and Indigenous dispossession, this was genuinely hard. But it was also exactly the discipline I had been trying to teach. “Show, don’t tell” became concrete. The actual Wikipedia edits students produced were often small and focused, but the research infrastructure behind each sentence was enormous.

Students learned writing is thinking

On the first day of class, I tell students that we will not use AI for writing, not because AI isn’t useful, but because writing is part of the thinking process. You don’t know what you think until you’ve had to put it into words, wrestle with structure, and make an argument hold together. Students nod at this, too.

Then, about midway through the quarter, something happened that illustrated my point more vividly than I ever could have. One student used AI-generated text in their Wikipedia sandbox draft. Wiki Education’s systems flagged it automatically. It hadn’t gone live on a public page, but the effect on the class was palpable. Students suddenly understood, viscerally, why the standard existed. They became more careful, more deliberate, more invested in the authenticity of their own prose. The anxiety of having their work taken down by an anonymous Wikipedia editor (which several students mentioned in their reflection journals) turned out to be a powerful motivator for rigor.

Students learned to work together

I’ve taught this assignment twice now: once in Fall 2024 with a seminar of 15 students, and again in Winter 2026 with 29. The main change I made in the second iteration was grouping students into pairs based on shared interests, with each pair responsible for editing one article (or two closely related ones).

My initial concern was traceability: how would I know who contributed what? Wiki Education’s built-in contribution tracking resolved this. Individual edits are logged and attributable, so assessment remained fair and individual even within the collaborative structure. But the more important discovery was intellectual: pairs became expert communities. Students who were researching, say, agrarian conflicts in the southern cone were the most qualified people in the room to push back on each other’s sources, identify gaps, and keep each other honest. In one group of three, students who had gone down the relatively specialized path of mining law in Latin America, the mutual support they provided each other was something I, as a non-lawyer, genuinely could not have offered.

Students took this learning beyond the classroom

I came to Wikipedia for the morale problem. A subject this heavy, in a ten-week quarter, can leave students feeling overwhelmed and helpless. I wanted them to feel that their work reached beyond our classroom. That part worked, and I’m grateful for it. But I’ve also come to expect something more from this assignment: a kind of intellectual confidence that stays with students after the quarter ends. Again and again, students have told me that the rigor of the class gave them the tools to explore deep and complex subjects on their own, and that this was something they would carry with them well beyond the course.

One student captured it in her final reflection journal: this was “easily one of my favorite classes I’ve taken, if not my favorite,” she wrote, that it had been “challenging, both academically and emotionally,” and that she had been talking to her parents and friends about what she’d learned, recommending documentaries, wishing she had “arranged her schedule to focus more on this class.”

That’s learning. And I am convinced the Wikipedia assignment had something to do with it.

Some advice if you are considering it:

If you’ve read this far and you’re still on the fence about adding a Wikipedia assignment to your course, here’s what I’d tell you:

Make it a centerpiece, not an add-on. The assignment works because it’s woven throughout the quarter: the annotated bibliography, the source training, the drafting, the peer review. A Wikipedia edit tacked onto the end of a course won’t produce the same results.

Let Wiki Education carry the technical weight. Their training modules handle the platform learning curve. You don’t need to become a Wikipedia expert. Their staff are also genuinely supportive, for you and for your students.

Bring in the library. I taught the Wikipedia assignment alongside library sessions on navigating scientific literature, reading peer-reviewed articles, and using Zotero. The annotated bibliography is the heart of the project, and students need scaffolding to build it well.

Warn students early that it will involve a lot of reading. They will complain. They will also rise to it, especially when they understand that they’re contributing to a public resource that anyone in the world can read.

My students came into this course expecting to write papers. They left having contributed to the public record on topics that matter. They learned that good writing isn’t about length, it’s about every sentence earning its place. They learned to identify high-quality sources and use them to conduct inquiries with their peers. And they learned, maybe for the first time, that having an opinion and being able to prove it are two very different things. 

That’s not nothing. In a course about a subject this heavy, it really helped carry the weight.

Francisco Laso is an Assistant Professor in the Environmental Studies Department at Western Washington University, where he teaches ENVS 334: Extractivism and Its Alternatives in Latin America and other equally rigorous but hopefully less depressing courses.

Interested in incorporating a Wikipedia assignment into your course? Visit teach.wikiedu.org to learn more about the free suite of support and staff guidance that Wiki Education offers to postsecondary instructors in the United States and Canada. 

After the first meetings of the Teaching Collaboration Network on Wikimedia projects and the release of a series of videos on educational experiences with Wikipedia, Wikidata, Wikimedia Commons, and OpenStreetMap, the academic community that began to take shape in 2025 is now taking a new collective step: the publication of the book: Innovación docente con Wikimedia. Experiencias compartidas en las universidades españolas.

The book brings together 25 experiences developed at various Spanish universities and demonstrates how Wikimedia projects can be integrated into higher education as tools for developing digital skills, media literacy, information verification, open science, collaborative work, and the social transfer of knowledge.

The book was initiated by InnovaWiki, a teaching innovation group focused on Wikimedia projects affiliated with Rey Juan Carlos University, and published as open access by Academia Abierta. The publication is the result of collaborative work by an inter-university network of educators committed to open education, free culture, and the production of open knowledge. The volume was coordinated by Florencia Claes, head of the InnovaWiki group.

One of the main objectives of the volume is to facilitate the replicability of teaching experiences linked to Wikimedia. To this end, each chapter describes methodologies, objectives, tools used, and lessons learned from projects implemented in a wide variety of university contexts.

The experiences documented cover a wide range of disciplines and fields, including pathological anatomy, translation, journalism, archaeology, and humanitarian work, as well as projects focused on media literacy and fact-checking, teacher training, knowledge dissemination and transfer, cultural heritage, collaborative creation of multimedia content, and work with structured data and data visualization.

Beyond the classroom, many of the projects described share a common approach: students move beyond producing work intended solely for academic assessment and begin to participate in the creation of open, accessible, and publicly reusable content. In this way, teaching activities take on a social and public dimension that connects the university with the wider community.

The book also incorporates a transmedia dimension. The publication includes links to 17 videos and numerous educational resources publicly available on Wikipedia, Wikidata, and Wikimedia Commons, allowing readers to explore the content beyond the text itself.

The book will be presented on May 22 as part of the EduWiki Knowledge Showcase, an international event dedicated to education and Wikimedia projects.

This project is part of the activities of the Teaching Collaboration Network on Wikimedia in Higher Education (in Spanish) and strengthens an academic community interested in new forms of teaching based on collaboration, open knowledge, and public participation. This book, its organization, and layout are strongly inspired by “Wikimedia in Education. Wikimedia UK in partnership with the University of Edinburgh,” a work by Wikimedia UK, Ewan McAndrew (Wikimedian in Residence at the University of Edinburgh), and Dr. Sara Thomas (Program Manager, Wikimedia UK). CC BY SA 4.0. Available. We thank Sara and Ewan for their work and recommendations.

Resources

• Open-access book (in Spanish)
• Video channel (in Spanish) of the Teaching Collaboration Network

With local AI agents increasingly writing and executing code autonomously, giving them unrestricted access to your machine is becoming a massive security risk. This is one of the primary reasons that agentic flows have so many flavors of approval that may need to happen throughout an agents course of action, though others include review points and being able to keep the agent on track.

I have been very much enjoying my increased use of GitHub Cloud Agents in my work and play, which is rather powerful if you can setup your entire stack (more or less accurately) in a remote environment using VMs and containers. On the project that I currently work the most I have a copilot-setup-steps.yaml file or 53 lines leveraging my existing docker compose based development environment setup of 41 services that only takes 2 minutes to “install” (multi repo clones, and dependency installation), then allowing agent to run various different development configurations depending on the tasks at hand, using a mixture of the services (or not).

However today is the first day I’ll be taking a very brief look at Docker AI Sandboxes, to try and do more of this locally and or on machines nearby…

Docker Sandboxes run AI coding agents in isolated microVM sandboxes. Each sandbox gets its own Docker daemon, filesystem, and network — the agent can build containers, install packages, and modify files without touching your host system.

Installation

I run Windows with WSL2, and the documentation seemed to guide me to using winget in PowerShell to get started installed Docker AI Sandboxes.

winget install -h Docker.sbx

And the installation was done in just a few seconds.

The next step was sbx login in a new PowerShell session, however It’s also best if you first read the documentation for the agent setup you want to be using.

After looking at the list of supported agents I chose GitHub Copilot (my long term trusty friend), and made sure to have an authenticated copy of the GitHub CLI installed to then ease authentication between the Docker sandbox setup, and GitHub Copilot.

sbx secret set -g github -t "$(gh auth token)"

Once that authentication was handled, I went ahead and changed directory into a project directory, and started the sandboxed agent…

sbx run copilot

You can also use the terminal based UI to do lots of the setup above, however copy paste commands are often easier.

If it is your first time running a setup, It’ll spend some time downloading more dependencies.

After which point, you’ll be launched right into a supposedly sandboxed agentic CLI session with Copilot.

Handover

I want to handover work that I started in an earlier blog post, where I was getting Google Jules to interact with wikibase.world, so I prompted Jules to write me a little handover document, including basic pointers, secrets, identities etc to pass over to the new agent. (Yes secrets, but these are secrets only known by the agents, and I can have the new agent rotate them).

I dumped the handover document into a HANDOVER.md file in the project folder for the sandbox. It looked something like this…

Then I told the new agent to /init, which would lead it to try and figure out what to do.

Seemingly it first looked for documentation about what it should maybe be doing in a variety of different source locations, however this directory is totally empty other than my HANDOVER.md, however that 55 line file is what it found next!

It continued to interact with wikibase.world a bit based on the content of the handover, and then when ahead and wrote its own instructions file…

In Google Jules, I actually had 3 different agent sessions running at any one time, and I imagine I would have gotten a different handover document and thus different initial setup depending on which I used, especially given the fact that they will have completed a different variety of tasks within their session lifetime.

The instructions included a bunch of content that was already on the wiki, however interestingly they didn’t actually include any information about logging in? or a password? (Though this does remain in the handover document).

In order to test the setup, I had the agent try to edit its own sandbox, which is a concept that Jules previous setup and documented for testing things on wiki. The prompt was:

Can you check your instructions and prompts, and make a test edit to your sandbox to make sure you are all setup? If you are not, consider updating and fixing your instructions.

It went ahead and read it’s instructions, checked the talk page and on wiki prompt per its instructions, and tried to login and make and edit, however it failed both times.

So it tried to debug its own issue, looking at the special pages for API help which redirect to api.php

And after figuring out the issue (line endings (a classic issue given I created the handover file in windows land but the agent is in linux land) it managed to login and make the edit.

You can see the test edit here, but it looks like it is set to go!

An actual task

One of the tasks that I previously used the agent for was improving labels on newly created Wikibase entries, and today Addbot has already imported a few new wikibase.cloud installations. Tasks / prompts and help already exist for this sort of action on wiki, and I’m interested to see how well Copilot does in comparison to Jules before.

The prompt was:

Taking a look at https://wikibase.world/wiki/Special:RecentChanges?hideWikibase=1&limit=500&days=3&urlversion=2 I see that Addbot has created a bunch of new items today. And some of them have less than desirable labels. Can you use your skills to improve these (but don’t touch the internet domains ones for now as that has other issues)…

It started off by trying to find and figure out the contributions that I was talking about

Then fetching a bunch of information about them, initially opting for APIs, and then falling back to some main URL retrievals if the API calls didn’t already satisfy it?

And found some “candidates” to work on…

It got a little stuck trying to do editing via shell scripts, and ultimately resorted to using a Python based request flow (with timeouts)

I was rather surprised that it only made a single new suggestion given the pretty poor selection of labels for some of the imported wikis, however it did well, and basically performed the same actions that I would have expected from Jules.

The experience

Overall, this felt very similar to using GitHub Copilot CLI directly, just now more sandboxed than ever?

After closing my session I was given a little display of how my session had gone, and how I might be able to resume it in the future.

  ╭─╮╭─╮   Changes   +95 -0
  ╰─╯╰─╯   Requests  3 Premium (55m 59s)
  █ ▘▝ █   Tokens    ↑ 1.5m • ↓ 20.3k • 1.5m (cached) • 8.6k (reasoning)
   ▔▔▔▔    Resume    copilot --resume=b969b5eb-4a1b-4e88-8945-18b8843c65e9

Once your allowance is used, premium requests are billed at $0.04/request, so in theory this little experiment just cost me $0.12 (though this is already coming out of my bundled allowance currently).

The token usage will count toward the new ill defined and not publicized token rate limits, but I haven’t had any problems with those since bumping from the Pro to Pro+ plan

Within the sandbox context, my session was resumable too!

sbx run copilot -- --resume=b969b5eb-4a1b-4e88-8945-18b8843c65e9

I was actually trying to figure out if I could use these sandboxes alongside the new VsCode agents window which provides a nice UI into agent sessions in a variety of places, including remote SSH and GitHub tunnels, however I’m yet to figure out how to hook that up with the sandbox workflow that I just ran through…

Perhaps more on that in the future…

13 May 2026 – The Wikimedia Foundation, the nonprofit organization that operates Wikipedia and other Wikimedia projects, celebrates becoming a member of the Digital Public Goods Alliance (DPGA), a multi-stakeholder initiative endorsed by the United Nations that promotes the discovery, development, and use of digital public goods (DPGs) — open-source software, dataset, AI models, and content — to advance the Sustainable Development Goals (SDGs).

“The Wikimedia Foundation is honored to become an official member of the Digital Public Goods Alliance. This membership reaffirms our commitment to the importance of open knowledge as a public good, ensuring it remains accessible, rights-based, and governed in the public interest,” said Jan Gerlach, Public Policy Director at the Wikimedia Foundation. “Wikipedia, Wikidata, and other Wikimedia projects show how hundreds of thousands of people working together across borders can create and maintain free and open knowledge infrastructure built in the public interest. As the host of these projects, we look forward to sharing our learnings and collaborating more closely with fellow DPGA members who share our vision of an internet that protects and promotes community-led spaces.”

“We warmly welcome the Wikimedia Foundation to the Digital Public Goods Alliance. Wikipedia and Wikidata have long demonstrated the transformative power of open, community driven digital public goods to advance access to knowledge worldwide. The organization’s leadership in strengthening open knowledge infrastructure and advocating for digital public goods will further strengthen the global DPG ecosystem and support more inclusive and equitable access to trusted knowledge online.” said Liv Marte Nordhaug, CEO of the DPGA Secretariat.

As a DPGA member, the Wikimedia Foundation joins an impressive coalition of organizations working together to protect and expand digital public goods and infrastructure, including: the United Nations Educational, Scientific and Cultural Organization (UNESCO), GitHub; United Nations Children’s Emergency Fund (UNICEF); the Inter-American Development Bank; and the governments of Norway, Brazil, Nigeria, France, South Africa, and Germany — to name but a few.

DPGA member activities to strengthen the infrastructure behind free knowledge

As part of the Wikimedia Foundation’s membership to DPGA, we will conduct activities that demonstrate how we invest in digital public goods to achieve SDGs. These efforts will be published in the annual State of the DPG Ecosystem Report and listed on DPGA Roadmap webpage alongside other members. Our activities include: 

Investing in Wikimedia Cloud Services: Wikimedia Cloud Services is the platform that supports open software for those who make free knowledge possible. Around 30% of all edits to Wikimedia projects rely on volunteer-developed tools hosted on Wikimedia Cloud Services. As part of our DPGA membership activities, the Wikimedia Foundation will strengthen Wikimedia Cloud Services and the core infrastructure used to host Wikimedia projects. This includes improving scalability, security, and usability; lowering barriers for new contributors; and expanding capabilities to support innovation. These investments demonstrate our commitment to stewarding Wikipedia and Wikidata as global DPGs, and help advance the DPGA’s mission of inclusive digital participation.

Advocating the importance of Digital Public Goods: The Wikimedia Foundation will also continue to advocate the importance of open knowledge infrastructure in the global digital policy agenda. As a DPGA member, the Wikimedia Foundation will promote open-source-first approaches, responsible use of open data for public interest AI, and the role of DPGs for information integrity. We will do so through coordinated advocacy efforts, regional dialogues, global convenings, publications, and useful tools like the Wikipedia Test. By drawing from the experience of hosting Wikipedia, Wikidata, and other Wikimedia projects, the Wikimedia Foundation will guide and support policymakers, media, and industry in understanding and protecting DPGs.

The Wikimedia Foundation and Digital Public Goods

This membership is a natural next step in the Wikimedia Foundation’s advocacy for policies that protect and support Wikipedia and other DPGs upon which the free knowledge ecosystem depends. 

In 2024, the Wikimedia Foundation, volunteer affiliates, and other partners published an open letter about the Global Digital Compact — the UN’s framework for global governance of digital technology and artificial intelligence (AI). The open letter called on UN Member States to include commitments in the Compact to empower and protect online public interest projects, such as Wikipedia and Wikidata, and also to develop and use AI to support people, not replace them. 

In 2025, two Wikimedia projects — Wikipedia and Wikidata — were officially recognized as digital public goods by the DPGA. The recognition affirmed the important role that volunteer contributors to these projects play in building a better internet that serves the public interest.

About the Digital Public Goods Alliance 

The DPGA is endorsed by the United Nations (UN) Secretary-General in support of open-source technologies that advance the SDGs. DPGA facilitates the discovery, development, use of and investment in digital public goods. Their work includes maintaining the DPG Registry with solutions such as open-source software, datasets, AI models, and content created for the public interest. Wikipedia and Wikidata were recognized as digital public goods and added to their registry in 2025. 

About the Wikimedia Foundation 

The Wikimedia Foundation is the nonprofit that operates Wikipedia and other Wikimedia projects. We support the people, technology, and policies that enable reliable information to be shared with the world. The Wikimedia Foundation is a United States 501(c)(3) tax-exempt organization with offices in San Francisco, California, USA. Visit our website to learn more about the Wikimedia Foundation and Wikipedia. 

For media inquiries, please contact press@wikimedia.org

Subscribe to our newsletter to stay informed on internet policy and Wikipedia’s future.

The post Wikimedia Foundation joins Digital Public Goods Alliance to champion open knowledge infrastructure appeared first on Wikimedia Foundation.

What does it really take to claim your space and make it count?

For many women in the digital space, the challenge is not just showing up, but being seen, heard, and represented accurately. This question set the tone for the Africa Wiki Women (AWW) April Skill Up Workshop, themed “Pioneering Her Right.”

Held on 11 April 2026 and moderated by Ann Veronicah, the session brought together 126 registered participants from Nigeria, Tanzania, India, Madagascar, USA, Zimbabwe, Cameroon, Kenya, South Sudan, and beyond for an engaging conversation on how digital platforms, particularly Wikimedia projects, can advance equity, amplify voices, and shape narratives.

Setting the Tone: Claiming Space

The session opened with an interactive icebreaker that invited participants to reflect on what “claiming your space” means to them. Words like confidence, visibility, voice, impact, and freedom quickly filled the screen capturing both the aspirations and realities of women navigating digital spaces.

Participants also shared honest reflections on their level of confidence in using digital spaces, barriers they face, from lack of Knowledge to low self esteem and fear of criticism. This moment of openness created a strong foundation for the session, one rooted in shared experiences and collective growth.

Learning from Experience

The workshop was led by Rosie Stephenson-Goodknight, a longtime Wikipedian, administrator, and advocate for gender equity. Drawing from her experience, she guided participants through practical ways to challenge gender bias and improve representation on Wikipedia.

The session moved beyond theory into practical application, introducing participants to strategies for high-impact editing, identifying reliable sources, and navigating common challenges such as content disputes and editorial disagreements. The importance of community conduct was also emphasized highlighting how collaboration, respect, and consensus-building are essential for sustaining meaningful contributions.

At its core, the session explored how contributors can move from simply editing to intentionally shaping knowledge, ensuring that women’s stories are not only included, but told accurately and meaningfully. Participants also gained insight into pathways for growth within the Wikimedia movement, including becoming trusted editors and taking on advanced roles.

More importantly, the conversation grounded these skills in purpose. Representation on digital platforms shapes how stories are told and whose stories are told. For many African women, contributing to Wikimedia is not just about adding content, but about reclaiming narratives, preserving knowledge, and creating visibility for future generations.

“Pioneering Her Right” served as a reminder that digital spaces are not neutral, they are shaped by those who participate. And when more women contribute, the knowledge ecosystem becomes richer, more inclusive, and more reflective of diverse realities.

Key Takeaways

Participants left the session with:

• A clearer understanding of gender bias on Wikipedia and how to address it
  
• Increased confidence in editing and contributing meaningfully
  
• Awareness of pathways to advanced roles within the Wikimedia movement
  
• Practical strategies for high-impact editing and conflict resolution
  

From Learning to Action

To encourage practical application beyond the workshop, Africa Wiki Women is hosting the April Skill Up Edit-a-thon on Women’s Rights from 13 April to 13 May 2026. This month’s focus highlights women who have championed rights, influenced policies, and driven initiatives that protect, empower, and improve the lives of women globally. Participants are encouraged to create or expand articles that align with this theme, contributing to a more inclusive and representative knowledge ecosystem.

Conclusion

The AWW April Skill Up Workshop, “Pioneering Her Right,” continues Africa Wiki Women’s mission to empower contributors and strengthen representation within the Wikimedia movement. As the community grows, so does its impact, creating spaces where African women are not just participants, but leaders and change makers in shaping global knowledge. Because claiming your space is only the beginning, what you do with it is what truly counts.

Missed the session or want to revisit the conversation? The full recording of the AWW April Skill Up Workshop is available on YouTube. Watch the full session here:YouTube . Register to become an AWW member and follow us on LinkedIn, Spotify, Whats App, Instagram, and Facebook to stay updated on our activities and join future sessions as we continue learning, growing, and shaping knowledge together.

This post first appeared as a part of Global Voices’ April 2026 Spotlight series, “Human perspectives on AI,” a series offering insight. into how AI is being used in global majority countries, how its use and implementation are affecting individual communities, what this AI experiment might mean for future generations, and more.

As the majority of the world’s languages are spoken, their speakers’ knowledge is also oral. Yet, Wikipedia and most publications require written citations.

The OpenSpeaks Archives, a digital language archive started in 2024, helps Wikimedians cite Indigenous oral knowledge. This project’s technical and educational infrastructure helps community-based language archivists document, transcribe, and archive their languages. It now hosts nearly 20 languages from India, Nepal, and Sri Lanka.

This interview series captures the stories of some of the OpenSpeaks Archives collaborators. Subhashish Panigrahi, on behalf of Rising Voices, interviewed Taukeer Alam, an Indian conservationist and a speaker of the Van Gujjari language, via voice call. Van Gujjari is a vulnerable indigenous language spoken by the Van Gujjar, a nomadic Muslim community living mostly in the northern Indian state of Uttarakhand. The following video interview with Taukeer Alam, conducted by Subhashish Panigrahi, was for the documentary “MarginalizedAadhaar” on OpenSpeaks Archives. It is available under the Creative Commons BY-SA 4.0 license.

Rising Voices (RV): How do you see books, audio, and video for documenting your language?

Taukeer Alam (TA): Audio and video are the best mediums for documenting Van Gujjari for capturing our emotions through voice, expressions, and body language. These are very hard to capture in a book. There is another difficulty with books, especially for Indigenous languages with their own sound patterns and ways of speaking. We cannot write them fully as is: the exact way a word is pronounced, or how the sounds are released.

A word in Hindi, Van Gujjari or Punjabi might be spelled the same way, but the tone, the feeling, and the rhythm can be completely different. Audio and video show these differences clearly and feel more “pure”. In a book, any reader from any region will read the word in their own way, with their own intonation. They will not understand how that particular word is spoken in our community, how high or low the tone goes, what expression accompanies it, or what emotional weight it carries. A book is simply not as ‘alive’ as audio and video, which capture many layers of meaning beyond the words.

Rising Voices (RV): For different generations in your community, what works better: books or audio/video?

TA: Before many first generation learners in college like myself, there was no  literacy in our community. Literacy did not exist for long as our people were restricted to migrate freely, they were relocated, or nomadic tribes were settled in new places. In such situation, written materials does not do very much — audio and video work better for all age groups as people cannot read. With literacy increasing among children, written material is beginning to matter. If the small stories, short narratives, or interview excerpts we collect from the community are turned into books, and used to educate children, it will become very valuable. It will help children’s contextual understanding if the knowledge comes from their own roots. It connects their education to their lived reality.

For older people, audio and video always work better, because they are not going to learn reading at this stage of life. If I convert my interview with a 60 or 70 year old into a book and give it to a 40 year old who cannot read, the book is of no use to them. For them, it will only work in interview form, whether audio or video. So different forms are needed for different generations, but in my community, that is how I see it at the moment.

RV: What do you recommend for documented material accessibility?

TA: First of all, knowledge and information should be accessible, whatever form it is in. We have to identify which mediums the community already uses and then make the material available there. If they use YouTube a lot, then interviews should be available on YouTube. If they are more inclined towards reading books, then the same content should be accessible through books.

Secondly, we need share the documentation with the community as quickly as possible. The sooner we go to the community, record, transcribe, translate, and share the material back, the more likely we are to preserve the quality of the knowledge. For example, I transcribed some folk songs recently. When I tried to translate them, I realized that for some songs, we no longer know the real meaning. People are still singing them, but those who truly understood the meaning have already passed away. Now others are singing just by hearing them, without knowing the literal meaning, the emotions behind the song, why it was sung, or in what situations it was created or performed. The full knowledge behind the song is gone.

So two things are vital: the material should be accessible in the language and format people use. Documentation of endangered languages should happen as early as possible. The longer we wait, the more the quality of knowledge reduces and vanishes.

RV: How should a language like Van Gujjari be documented, and community documentation capacity be built?

TA: Language documentation must be participatory, involving the community’s youth who represent the community’s future. They must be kept in the loop and showed the process, the methodology, what to pay attention to, and how we frame questions. If they learn this, they can later carry on the work themselves.

Secondly, the material must be accessible to the community. If it is documented but remains far away from them, then its benefit is limited. They should be able to see, hear, and use it.

Third and last, we should use reasonably good-quality equipment. If we are interviewing a 70 or 80 year old, we do not know if we will ever again meet a person that old with that knowledge. The data we capture from them is very precious; it should be of good quality so that it lasts and remains useful.

RV: Do you worry about community data misuse or exploitation through AI?

TA: Yes, I do. I worry what will happen while publishing community knowledge, which is very deep. Before sharing it anywhere, we have to think carefully. We may document and record it with good intentions, but what happens to it later? How much right will the community retain over it?

Medicinal knowledge, rituals, and other practices that are considered private or are seen as the community’s collective asset. People have lived with them, evolved them, and learned from them over thousands of years. That fear of such unique and sensitive knowledge being marketed or abused persists.

Ideally, before making such knowledge public, some kind of protection should be in place, clearly recognizing it as community knowledge. The publication should acknowledge the community’s rights, and proper consent and recognition should be needed before the content enters another domain. Then anyone using it would have to say, ‘This comes from the Van Gujjar community,’ and respect that.

Even if someone does not acknowledge it, we could still claim later that we documented and published it in, say, 2024. So it is ours and we have rights over it. Others should use it only according to the permissions given by the community. So I have no objection to documentation itself; the main questions are how and where the material is stored, and how much control and rights the community retains over it.

The interview with Alam resulted in Maari Jaban Maari Birsa (meaning, our language, our culture), a language documentation project at OpenSpeaks Archives in 2024.

The East, Southeast Asia, and the Pacific (ESEAP) Wikimedia Community reached a defining milestone as delegates gathered in Manila, Philippines, for the ESEAP Strategy Summit 2025. Led by Wiki Advocates Philippines and supported by other local user groups, the Summit was held from May 23 to 25, marking a decisive shift from conceptualizing our regional future to active implementation. Driven by this proactive goal, the gathering fostered deep regional solidarity as participants co-created the governance, strategy, and advocacy roadmaps required to transition the ESEAP Hub from theory into a living reality.

A Synthesis of Strategic Direction

As the Summit was intentionally positioned as a high-level strategic gathering, its primary objective was to move beyond general networking and focus on the governance of the ESEAP Hub and the future of the Movement Strategy in our region.

The core success of the Summit lay in its ability to bridge high-level strategy with actionable, on-the-ground initiatives. The “HUB, Action!” sessions served as the foundational pillar of the event, successfully delivering on the objective to provide a dedicated avenue for regional strategic discussions and the creation of the ESEAP Hub. Participants engaged deeply in mapping a governance system, with sessions on “Landscaping Global and ESEAP Regulatory Trends for Advocacy” and “Collective Advocacy Actions” emerging as critical points of interest. These discussions underscored a powerful theme: the successful link between regional goals and local implementation. Attendees reported gaining a clearer understanding of how these high-level frameworks directly empower their individual affiliate work and grassroots initiatives.

The following table summarizes the country-specific policy focuses discussed during the regional landscape sessions:

Strategic Themes in Advocacy 

During group exercises, regional priorities were distilled into a unified advocacy roadmap. As community advocates, participants identified that digital information created and verified by humans—like the content on Wikipedia—is the “most valuable asset in the AI tech platform wars”. The strategy focuses on:

• Explaining the Wikimedia Model: Championing the human-curated, non-profit content moderation model as a vital, proven antidote to online misinformation.
• AI and Public Interest: Ensuring that public interest platforms are not excluded from AI policy discussions or treated identically to for-profit entities, which could inadvertently suppress protected speech.
• Indigenous Knowledge: Partnering with experts like Dr. Terri Janke to protect language rights and Indigenous Cultural Intellectual Property (ICIP), ensuring First Nations’ sovereignty over their cultural expressions.
• Online Safety: Nuancing the community’s stance on child safety laws to ensure they protect young users without creating barriers to accessing educational and legitimate speech.

Collaboration, Skill Mapping, and Cross-Border Ties

Day 2 introduced the Skill Tree mapping activity. This was more than a mere inventory; it was a dynamic exercise to mix and match regional strengths and weaknesses. By identifying which affiliates possess advanced technical skills or grant-writing expertise, the Hub can now facilitate targeted mentorship across borders.

The community also strengthened ties with the Central and Eastern Europe (CEE) Hub. This exchange included a dedicated Q&A session to address community questions previously collected via Google Form. To guide future growth, the “Build-Measure-Learn” model was adopted as a strategic playbook for finding and fostering productive external partnerships.

GLAM-Wiki and Future Horizons

The final day focused on the intersection of cultural heritage and collective action. During the GLAM-Wiki meetup, participants aligned local museum initiatives with a common regional direction, ensuring that our efforts to preserve heritage are supported by robust advocacy.

A major milestone was celebrated during the closing session: the official reveal that the ESEAP Conference 2026 will be held in Kaohsiung, Taiwan. In a beloved community tradition, the session included the ceremonial handover of the Quokka (the ESEAP mascot) to the next host team. Additionally, the community received vital updates on the Global Resource Distribution Committee guidelines, clarifying the path for future regional grants.

The Heart of the Summit

Volunteer Engagement

Behind the scenes, the event was a masterclass in volunteer empowerment. Ten volunteers from our host affiliates—Wiki Advocates Philippines, Pilipinas Panorama Community, and Shared Knowledge Asia Pacific—contributed a remarkable 267 total hours of service, with technical support and airport transfers standing out as their most frequently performed tasks.

The volunteer experience was defined by:

• Unity in Diversity: Volunteers from varied cultural backgrounds found common ground, learning that diverse communities can unite effectively for a shared purpose.
  
• Adaptability as a Core Skill: Faced with the fast-paced, evolving nature of the event and challenges in communication clarity, volunteers developed essential competencies in proactive problem-solving and thinking on their feet.
  
• Leadership Through Service: Many participants discovered that leadership manifests through supporting logistics and ensuring a welcoming environment for fellow Wikimedians. In fact, “Facilitation and volunteer relation” and “Listening skills” emerged as their most highly developed leadership competencies.
  
• High-Level Support: Volunteers rated the overall support they received from the organizers—specifically noting accommodations and allowances—at an exceptionally high level, which empowered them to perform their duties effectively.

Participant Reviews: A Quality-Driven Experience

This strong logistical foundation directly complemented the strategic outcomes of the event. The feedback from attendees reflects an overwhelmingly positive outcome, underscored by a robust 39.77% response rate to our post-summit survey. The data indicates high levels of satisfaction across the board:

• Relevance: 88.5% of respondents rated the topics as highly relevant and useful.
  
• Content and Facilitation: An impressive 91.4% expressed satisfaction with the session content, citing it as insightful and forward-thinking. Attendees underscored the event’s overall efficacy by giving the speakers and facilitators an equally high 91.4% favorable rating.
  
• Community Building: Beyond formal sessions, the human connection—reconnecting with old friends and meeting new colleagues—was described by many as the most important part of the event.
  
• Strategic Themes for the Future: When looking toward the region’s future, attendees consistently pinpointed “GLAM-Wiki,” “Collaboration,” and “Advocacy” as the most vital themes for future regional development.

Collaboration in Action

The ESEAP Strategy Summit 2025 stood as a powerful testament to the principle of diversity and collaboration, a theme that resonated deeply throughout the event’s organization and execution. Taking the helm of this monumental effort was Wiki Advocates Philippines User Group, which stepped forward to serve as the official legal entity and primary grant holder for the Summit. Under the executive leadership of Project Lead Imelda Brazal, Wiki Advocates Philippines provided the crucial foundational framework and administrative oversight necessary to bring the region’s shared vision to life. Their proactive approach to volunteer mobilization and event management ensured that the high-level strategic goals of the ESEAP Hub were met with well-coordinated support, demonstrating how a dedicated affiliate can successfully guide a major international gathering.

While Wiki Advocates Philippines anchored the event’s execution, the Summit’s success was further enriched by the collaborative spirit of other local groups, including Wiki Society of the Philippines, Shared Knowledge Asia Pacific, and Pilipinas Panorama Community. Much like the many islands that make up the Philippine archipelago, these various user groups might operate with distinct focuses and regional approaches, yet they proved they are deeply connected by the same foundational mission. This supporting cast complemented Wiki Advocates Philippine’s primary leadership seamlessly, creating a unified and welcoming environment that proved how diverse communities can unite effectively to host the global Wikimedia movement.

Introducing the ESEAP Impact Report

To ensure these strategic insights are accessible to the entire movement, we are pleased to announce the creation of this report can also be accessed in PDF format via Wikimedia Commons. This document serves as the primary technical resource for those who wish to dive deeper into our governance proposals, the skill mapping results, and the technical details of the regional advocacy roadmap.

Building the ESEAP Hub is a collective journey that relies on the passion of our community, and the action phase of the Hub has truly begun. We extend our deepest gratitude to every participant who brought their local expertise to Manila, along with our incredible host affiliates from the Philippines and the rest of the Core Organizing Team (COT).

A special note of thanks goes to the community contributors, authors, designers, and photographers who documented this journey and made this comprehensive impact report possible:

• Josh Lim, for his insights on showcasing the Philippines to the global movement.
• Chlod Aidan Alejandro, for leading best communication practices.
• Anthony Diaz, for his reflections on the scholarship process and COT experience.
• Johnny Alegre, for his leadership in the GLAM-Wiki excursions and cultural programming.
• Bianca Brazal, for her design expertise that put together a beautiful masterpiece.
• Contributors: Raflinoer32 , Wiki Asmah, Ernest Malsin, Wadakuramon 

As we look toward the next gathering in Kaohsiung, Taiwan,  the ESEAP region stands on firmer ground. We have mapped our skills, deepened our collaborative ties, and reaffirmed our commitment to the Wikimedia mission. The 2025 Summit has not only shaped our strategy, it has strengthened the resilience and spirit of our regional community.

Sa gabos, Dios mabalos! 

For further insights into the ESEAP Strategy Summit 2025 and to access detailed reports, please visit the community resource pages.

Here is a quick overview of highlights from the Wikimedia Foundation since our last issue on April 25. Previous editions of this bulletin are on Meta. Let askcac@wikimedia.org know if you have any feedback or suggestions for improvement!

Highlights

• Community Protection: Wikimedia Foundation secured Indonesian government’s commitment to user safety, privacy, and content integrity ahead of administrative registration in Indonesia.
• Stronger protections against bots: Wikimedia Foundation is replacing our CAPTCHA with a new approach to detect bad-faith activities without making things harder for users.
• Transparency Report: The Wikimedia Foundation has published its latest Transparency Report. This provides an overview of the work to protect Wikimedia projects and support the volunteer communities who handle the majority of content requests. Our users trust us to protect their identities against unlawful disclosure, and we take this responsibility seriously, granting only 1 of 30 requests for disclosure we received from July to December 2025.

Annual Goals Progress on Infrastructure

See also newsletters: Wikimedia Apps · Growth · Product Safety and Integrity · Readers · Research · Wikifunctions & Abstract Wikipedia · Tech News · Language and Internationalization · other newsletters on MediaWiki.org

• Reading Challenge: As part of the 25th birthday celebrations, Wikipedia Mobile Apps launched a limited-time feature, the 25-day reading challenge with Baby Globe. This challenge encourages a daily habit of reading one Wikipedia article. The goal is to motivate users to come back to the app regularly.
• Latest experiments: One upcoming experiment is introducing the Incident Reporting System (IRS) to help contributors easily find the right place to seek help when facing harassment or other issues. See all live, upcoming, and completed experiments in Product & Technology.
• Change in how new users are autoconfirmed: The account age for autoconfirmed users will now start from their first edit, not the registration date. This is to avoid exploitation by vandals. This change will only apply to wikis that require at least one edit for autoconfirmation.
• Organized Reading lists: All Wikipedia users with new accounts and those who activated the “automatically enable most beta features” option can now use the reading lists beta feature. This lets you save articles for later reading and keep it organized in one place for easy access.
• Thumbnail size preferences: Default thumbnail size preference for article content is now limited to three sizes: Small (180px), Regular (250px), and Large (400px). This change aims to improve performance and reduce strain on thumbnail services. Current preferences will shift to the nearest new size.
• Wikifunctions: To make the development of Abstract Wikipedia visible, the Foundation is requesting your input: which metrics about Abstract Wikipedia pages do you deem important?
• Tech News: The latest highlights from Tech News weeks 18 and 19 include improvements on Global Watchlist. See also the 62 community submitted tasks that were resolved over the last two weeks.

Annual Goals Progress on Volunteer Support

See also blogs: Global Advocacy blog · Global Advocacy Newsletter · Policy blog · WikiLearn News · The Wikipedia Library · list of movement events

• Annual Planning: We welcome your feedback on the main talk page for the 2026–2027 draft Annual Plan and many other places for the coming fiscal year.
• Wikimania: Wikimania is a joyful event. It is a chance to celebrate our community and projects, share ideas and information, build connections among Wikimedians, and inspire and develop future projects. If you and your community are interested in hosting Wikimania in 2028 and 2029 submit an expressions of interest.
• Community Conferences: The Foundation is supporting 15 strategic, diverse, and critical convenings taking place in 2026 and 2027, bringing together approximately 1800 Wikimedians across various regions, themes, and language communities.
• Don’t blink: The latest developments from around the world about protecting the Wikimedia model, its people and its values.
• Wiki Loves Monuments: The winners of the 2025 Wiki Loves Monuments photo contest are announced.

Annual Goals Progress on Effectiveness

See also: Progress on the annual plan

• Enterprise: How CivicLens Uses Wikidata APIs to Make Civic Data More Accessible.

Board and Board committee updates

See Wikimedia Foundation Board noticeboard · Affiliations Committee Newsletter

• Wikinews closure: All Wikinews have been closed and switched to read-only mode. Content will remain accessible, but no new edits or articles will be able to be added. This closure was approved by the Board of Trustees of the Wikimedia Foundation following extended discussions.
• Affcom News: Read the latest issue of AffCom News (January-March 2026) to learn more about the latest news about the work of Wikimedia’s Affiliations Committee.
• Model for affiliates to support contributors through tools: The Product and Technology Advisory Council has published draft recommendations on a model that affiliates can follow when contributing to the technical space.
• Grantmaking: The Global Resource Distribution Committee closed their request for feedback on three initial questions about grantmaking, and published their monthly update for April.

Other Movement curated newsletters & news

See also: Diff blog · Goings-on · Planet Wikimedia · Signpost (en) · Kurier (de) · Actualités du Wiktionnaire (fr) · Regards sur l’actualité de la Wikimedia (fr) · Wikimag (fr) · Education · GLAM · Milestones · Wikidata · Central and Eastern Europe · other newsletters

Subscribe or unsubscribe to the Bulletin

A story about how the effort to fill gaps in an archive can also be a reparative act.

In the end of April in Santa Fe (Argentina), time seems to stand suspended. Autumn in this part of the southern hemisphere usually brings rain, and with it, painful memories of the 2003 flood, one of the greatest avoidable socio-environmental disasters in Argentina’s recent history.

More than two decades ago, the western outskirts of the city were devastated by the Salado River, forcing more than 135,000 people—a third of the population—to leave their homes. Throughout April, those who live in these neighbourhoods travel on a kind of pilgrimage through their memories. Some have transformed them into social activism and express them in public demonstrations; others seek to heal them collectively through intergenerational ceremonies; and there are also those who revisit their memories in silence, in the privacy of their homes, in the company of their families or in the presence of their absences.

Since 2023, the Flood Archive has been part of some of these rituals. Adopting an open-source approach, WikiActivistas del Litoral has been developing a methodology to recover and share personal, family, activist group and social organisation records. Following this strategy and through the networks that have been built, it has been present at demonstrations, has helped to organise activities in the affected neighbourhoods or at key institutions, and has also proposed social frameworks for remembrance, where certain words are spoken aloud for the first time after more than two decades of silence. One of these stories is worth sharing.

A school archive with a photo with no names

In May 2025, the Flood Archive gained access to the photographic records from 2003 held in the library of the Colegio Nacional Simón de Iriondo in Santa Fe, a century-old institution which, from 29 April onwards and throughout the emergency until mid-June 2003, provided shelter to 800 evacuees. As is often the case, knowledge of the existence of a collection of this kind comes via someone close to the archive who confirms a detail and facilitates access. In this instance, it was a history teacher working at the school: Jorgelina Maillard.

Through this initiative, the necessary permissions were sought to enable a Wikimedian in Residence to access and digitise 54 photographs measuring 10 x 15 cm, of which 44 were curated and selected for inclusion in the collaborative collection of the Flood Archive.

The sharing of the digitization process on social media brought new perspectives to light, and it was not until March 2026 that an interview could be arranged with Roberto Trucco, a former drama teacher at the institution who had volunteered during the emergency. Roberto helped to describe some of the scenes depicted in more detail, cross-checked probable dates, and identified some of the people in the photographs. In particular, he revealed the author of the photos: Carlos Corti, allowing us to correct the attribution listed as ‘Unknown’ on Wikimedia Commons. Carlos passed away a few years ago and was head of tutors at the time. He had taken the photographs during May and June 2003.

The 44 images feature many faces, but there was one photo in particular where some details were missing: a portrait of two trans women pushing a food trolley. That scene was a daily occurrence at the centre, when it was time to hand out rations to all the evacuees. Who were they? There were no names, only their role as kitchen helpers. Immediately afterwards, new questions arose: What is their story? Are they alive? From which neighbourhoods had they been displaced? Do they know that there is a photograph of them from that period, when they were volunteers and evacuees at the same time?

A mission to find a name

With another anniversary of the flood fast approaching, the idea to recover the story behind that photograph emerged. But this was not a solo initiative; it was carried out in collaboration with Periódicas, a local digital media organization with a transfeminist perspective. This made it possible to reach a wider audience, but above all, it activated a militant mission: the people who helped spread the word or contributed information understood the importance of recognising those faces, putting names to them, connecting their stories and getting the photograph to the women in it.

The message was written collaboratively and highlighted the importance of caring networks during the emergency; it spoke of photographs as evidence of having been there, and of the loss of such records as a source of pain for many families. It also emphasised the right to be recognised, to be rescued from oblivion, and to be named as part of Santa Fe’s history.

The Instagram post received over 24,000 views, more than 1,000 interactions and was shared around 200 times. Many messages were received offering clues, recalling them, recognising them at the evacuation centre, but also in the years that followed. Some were hopeful, whilst others mentioned possible tragic outcomes—something that is often part of daily life in the trans community, where in Argentina (and in many countries in Latin America) the average life expectancy is 35–40 years.

The first name mentioned was Andrea Grandoli, who is pictured in the foreground. She was evacuated to the school and, after the flood, was able to return to her home in the Santa Rosa de Lima neighbourhood. Sadly, we were too late; she passed away in 2011.

The information about Claudia Arrieta came later, from the Santa Fe LGBTIQ+ Centre: “The girls from the radio workshop say it’s her.” The WhatsApp audio message featuring her voice confirmed it: “Yes, that’s me in the photo. We can meet up to talk whenever you like… It makes me happy and proud to know there’s a photo of me from when I was a young girl.”

The stories behind a photo

The next step was to organise the meeting for the interview: booking a classroom at the same school where Claudia had been evacuated, coming up with questions, filming both still and moving images, and turning that raw footage into media content. The team included staff members from Periódicas and WikiActivistas del Litoral: Gise Curioni (graphic design), Carolina Robaina (production and camerawork), Priscila Pereyra (camerawork and editing), Victoria Stéfano (interview, journalistic research and writing of ‘The girls with the food,’ a photo of the flood), Titi Nicola (social media content) and Berna Otarán (research and digitisation of archives, photography and camera). Jorgelina Maillard once again acted as the point of contact with the Colegio Nacional Simón de Iriondo.

During her conversation with Victoria Stéfano, Claudia became emotional on several occasions: as soon as she entered the classroom – she hadn’t been back to school since then –; when she acknowledged that she was a survivor and described what they had lost in the flood; when she recounted how she and her mother and sister had spent those first few days in an evacuation centre; when she spoke of the general fear and the crying that could be heard at night, and when she described what it meant for two trans girls to be accepted and recognised by other evacuees. She made us laugh when she described Andrea as the legendary ‘Llorona’, because of a long black coat she wore every day, which she had found in the pile of donated clothes. She became emotional again when she heard the break bell, the same one she and Andrea used to ring to signal that lunch was ready.

Towards the end, she told us something that sums up the reparative function of the archive: she had never told his story before and was doing so for the first time.

– Never, never, never – she emphasised. – Today I found myself revisiting that memory from some twenty-odd years ago. I never imagined I’d feel this way. I’m just letting it all out… I feel relieved now, but those were sad days.

This is the story of Claudia Arrieta and Andrea Grandoli, the girls in the photo, two survivors of the flood.

• From the team: How the GLAM Community Can Shine in the 2026–27 Annual Plan
• Albania report: International Roma Day 2026 in Tirana, Albania
• Argentina report: WikiConf Argentina and GLAM projects
• Asia report: Documenting and citing oral knowledge in audio and video
• Australia report: WikiCon Australia, ICIP, Orphan works and Trans-Tasman partnerships
• Brazil report: Wikimedia Brasil publishes book on the power and challenges of free knowledge
• Colombia report: We celebrate Public Domain Day with an expert panel / Celebramos el día del dominio público con un Panel de expertas
• Italy report: Ongoing and New GLAM-Wiki Projects
• New Zealand report: Women in Wartime event at Auckland Museum & an update for WiR NZBSI
• Nigeria report: Wikimedia Commons Upload Campaign
• North Macedonia report: Wikimedia MKD in Action: Digitization, Wikisource and Educational Workshops
• Poland report: GLAM-Wiki Developments: Residencies, Partnerships and Audiovisual Heritage
• Serbia report: April in Wikimedia Serbia
• Switzerland report: Le Donne di Villa Massimo
• UK report: A tenth-century Quran and Islamic Art in Urdu
• USA report: Wiki MIT launches and US meetups
• Biodiversity Heritage Library report: Update on the BHL Annual Meeting 27 April – 1 May & BHL Day
• Memory of the World report: Eight new articles on MoW inscriptions
• Calendar: May’s GLAM events

The Release-Engineering-Team of the Wikimedia Foundation just deployed an upgrade of Wikimedia Phabricator.

It includes a few changes:

• Autocomplete proposals in tasks: List involved users first
• User Profiles:
  • Projects box: Always show "View All" button and number of projects
  • History: Expose previous names of renamed users to admins only
• User settings:
  • Personal API Token field: Auto-select token on click
  • Never show annoying timezone offset notification when user set UTC
• Tasks: Restore "subtask created" entry creation in parent task timeline
• Conduit API:
  • Fix HTTP 200 error setting non-string task points
  • Add many missing parameter descriptions to the docs
  • Convert numerous "Frozen" methods to Deprecated methods
  • Convert nearly all Unstable methods to Stable
  • (admins only) Allow filtering call logs by caller type (e.g. bots)
• Search:
  • Fix using Typeahead Custom Fields (e.g. "Other Assignee")
  • Project search: Make results adhere to project status dropdown value
• UI: Replace ambiguous "owner" strings with "assignee" or "author"
• Flags UI: Replace PNG flag images with SVG versions
• File Transforms: Hide "Available Transforms" when none are supported
• Dashboards: Chart Panels: Add proper chart key validation at least
• (admins only) Projects: Expose users' MFA status in Project Members list
• (admins only) Config: Display each setting's config source on All Settings page
• Misc bug fixes, code cleanup, CSS cleanup, etc.

Downstream dependency tree of tasks: T404375: Update to Phorge upstream / Arcanist upstream to 2025-11-12 code

Upstream changelogs:

• https://we.phorge.it/source/phorge/history/master/
• https://we.phorge.it/source/arcanist/history/master/

We also recently deployed some changes to reduce the load created by aggressive web crawlers: Browsing code repositories in Diffusion asks for login, and viewing project workboards requires login. This creates some inconvenience for users but helps us to keep services available.

If you have comments or questions about Phab, please bring them up on the Phabricator Talk page!

30/04/2026-06/05/2026

Mapping

• Comments are requested on this proposal:
  • name:<language>-Latn to consistently tag transliterations in Latin script worldwide following BCP 47.
• The following proposal is up for a vote until Tuesday 12 May:
  • route=safari to map safari routes as dedicated relations and structure drive-through tourist routes in safari parks.

Community

• Christoph Hormann expanded on his earlier critique of the German FOSSGIS association (we reported earlier) and is proposing a federated structure to better balance the interests of the FOSS community and OSM mappers. The aim is to address the ongoing tension between professional users and hobby contributors.
• Kamil Kalata analysed how many OSM elements use tags documented on the wiki. The results showed that about 99.99% of tagged elements contain at least one documented key, even though only a small share of all keys are described on the wiki.
• A forum discussion is exploring which routes should be stored in OSM and which should be managed externally. The platform mapeak.com is presented as a possible solution for sharing and managing routes outside the OSM database.
• OpenStreetMap way IDs have reached 1.5 billion. The milestone object was created by user Colbertson. There are just under 1.2 billion ways currently in OSM.

Local chapter news

• OpenStreetMap Syria participated in a webinar titled ‘(Re)Envisioning Syria: Earth Observation Research on Conflict Damage and Recovery’, organised by the Humanitarian OpenStreetMap Team and the Distributed Damage Mapping Group with support from the H2H Network, as part of the ReMapping Syria project.

Events

• Videos from the ‘OpenStreetMap and Territories’ event, held ► in Brest (France) on 24 March 2026, are now available on PeerTube.

Education

• Betaslb noted that students from the Escola Secundária Jerónimo Emiliano de Andrade, studying Legal Services Technician and Educational Action Technician 1, decided that the best way to celebrate the 50th anniversary of the autonomy of the Autonomous Region of the Azores was to create a journey through some of the places that have contributed and continuously contribute to an ever-stronger autonomy, which resulted in this map.

OSM research

• Laura Possani, a Brazilian mapper, has made a uMap on integrated sanitation (infrastructure and POIs) for the City of Tapes, in the State of Rio Grande do Sul. The map includes OpenStreetMap highways and was part of her final undergraduate project on environmental management. She learned how to create web maps with uMap in the online training sessions freely offered by the Virtual Institute for Sustainable Development ► in 2025.
• A study has used topic modelling to analyse the evolution of gender discourse in YouthMappers blogs. It found that initiatives such as ‘Everywhere She Maps’ increasingly portray women as active mappers and leaders rather than passive actors.

Maps

• Gespot has made it possible to view overhead power and telecommunications lines, as well as their support structures, as recorded in the OpenStreetMap database. This ongoing ► project is in partnership with Enedis ► and has the support of the OpenStreetMap France Association ►.
• A Reddit post presented an interactive map of India’s planned high-speed rail corridors based on OpenStreetMap data. The map visualises routes, stations, and interconnections in a diagram-style layout.
• Sean Carapella has launched PaddleMap, a map and routing tool specialised for watercraft based on BRouter and BRouter-web. PaddleMap allows routing on waterways and portage routes with customised routing for whitewater skill, portage style, and other paddling preferences. It also highlights canoe, kayak, and other paddle craft-related POIs including slipways, waterway access points, dams, waterfalls, rapids, etc.

OSM in action

• Is your car electric? Then you should give the ABRP route planner a try. Powered by OSM, of course.
• Komoot explained in a recently updated FAQ that their navigation and automatic re-planning are based on OpenStreetMap data. Limitations may occur if routes are incompletely mapped or there is no internet connection for new route calculations.

Open Data

• Anne-Karoline Distel demonstrated, in a video, a map of holy wells in Ireland dedicated to female saints. The map is based on OpenStreetMap and Wikidata and shows how such data can be visualised using uMap.

Licenses

• The Fédération des Pros d’OpenStreetMap has released ► an updated version of its practical guide to the ODbL licence, Tout savoir sur la licence ODbL. This 12-page booklet outlines key principles for anyone using OSM data and was written by François Lacombe (Datactivist), Florian Lainez (Jungle Bus), Antoine Riche (Carto’Cité), and Christophe Biez (Latitude-Cartagène Cartographies). The booklet has been translated into English and Portuguese by Editora IVIDES and you can read about the effort on Raquel Dezidério Souto’s OSM User Diary. A Swahili version is currently being prepared.

Software

• François Lacombe posted ► recently on LinkedIn about Podoma, a geospatial service for analysing contributions to OpenStreetMap. The service was presented at FOSDEM 2026 and is documented on GitHub.
• Watmildon has released center-node-2, a JOSM plugin that converts areas and relations into their centre nodes while preserving tags. It extends center-node’s functionality and supports compact representations of features.
• An OSM Community forum discussion is exploring whether StreetComplete should expand its use of the check_date tag to mark verified objects. Topics include accuracy, GNSS proximity, and how reliable such information is.

Programming

• Evert Pot outlined a method for setting up a TCP server that emits a static GPS-like coordinate, allowing Linux applications to continue accessing location information after Mozilla shut down their location service. The server feeds coordinate data directly to geoclue, enabling location-aware features to continue to work.
• Evgeny Arbatov presented a tool that combines multiple GPX files into a cleaned route by matching them to OSM ways and optimising the geometry. It uses services such as Overpass and OSRM to produce more accurate tracks.
• OpenStreetMap has been selected as an organisation for Google Summer of Code 2026, offering projects on topics such as routing, Nominatim, and tile servers. Earlier, the OSM team invited the community to submit project ideas and volunteer as mentors.
• A new helper tool allows GeoJSON and JSON routes to be sent directly to JOSM. It is designed to streamline workflows when preparing and refining routes from external analysis tools.
• The latest MapLibre newsletter has reported on progress made across MapLibre GL JS, Native, Flutter, and React Native. Highlights included the preparations for version 6, new APIs, and work on a dedicated 3D tile format.

Releases

• Version 2026.04.23 of CoMaps is available. It comes with refreshed OSM data up to 21 April. The main changes for the Android app include being able to select a preferred interface language, as well as the ability to switch between turn-by-turn navigation details for the next stop or the final destination. This release also brings a range of bug fixes and tweaks.
• stac-map is a web-based tool for visualising STAC datasets and geospatial data directly in the browser. Version 2.0 has introduced features including sharing links, URL-based configuration, and improvements in rendering and performance.
• Yopaseopor has introduced 3DModelsOSM, an experimental renderer that turns OpenStreetMap data into simple 3D models. The tool can load Overpass query results or GeoJSON and serves as a proof-of-concept for detailed micromapping and 3D visualisation.
• Pablo Brasero (aka pablobm) shared a new update from the OSM website team, detailing their latest work including security fixes, more efficient use of assets, and routing improvements.

Did you know that …

• … Anne-Karoline Distel has a brief step-by-step tutorial, on her YouTube channel, on how to upload photos to Wikimedia Commons and include them in marker labels on uMap?
• … the Philippine Viscan YouthMappers group carried out a youth-led project mapping fire hydrants as reference data for fire emergency response in 2022–2023? They created a uMap showing the locations of fire hydrants in the city of Leyte.
• … OpenChargeMap aims to provide an open database of charging equipment locations globally?
• … the free online tool Streckenheld allows motorcyclists to share dangerous spots in traffic they have found? This means that tours can be planned ► better and dangerous situations in traffic can be avoided.
• … the Whole Earth Foundation (WFF) has created Tekkon, a game for mapping infrastructure? It is available on APKCombo. The WFF is a non-profit organisation with its headquarters in Singapore, which creates, provides, and operates an infrastructure information platform for community initiatives.
• … Nosolosig ► maintains a Telegram group, Detrás del mapa ►, to share news and resources on maps and geographic information technologies?
• … that OpenStreetMap wouldn’t be possible without the support of many organisations around the world who donate their time, hosting space, or hardware to help us?

OSM in the media

• Chris Hunter described OpenStreetMap as core infrastructure in the geospatial ecosystem and emphasised the importance of local contributions. They showed how OSM’s continuous updates and community-driven approach can make it more current than official datasets.
• Ralph Straumann reported, on Spatialists, about Panoramax, the open street-level imagery project developed by OSM France and the French mapping agency IGN. The article highlighted its current status and plans for international growth.

Other “geo” things

• ^[1] In the Ukrainian city of Poltava, there are manhole covers on Pylypa Orlyka Street featuring a cast iron street map of the city centre. The design, created by the local bureau Axioma Design in 2016, was funded and implemented by entrepreneur Oksana Demkova in 2023.
• The European Tech Map visualises technology and innovation locations across Europe using OpenStreetMap. This interactive map allows users to explore projects and initiatives geographically.
• Jérôme Gagnon-Voyer introduced publicly accessible geocoder APIs from the City of Toronto for address search and reverse geocoding. The services provide coordinates and administrative information and can be used without authentication.
• A news report from Toronto highlighted how an error on Google Maps directed drivers the wrong way down a one-way street. The incident underlines the importance of accurate and up-to-date geospatial data for navigation services.
• Qiusheng Wu introduced OpenGeoAgent, an open-source agent that automates geospatial analysis and visualisation using natural language. The tool supports QGIS, Python, and Jupyter and enables multimodal interaction.
• Dominic Royé outlined how to select the most appropriate map projection for a given purpose, while highlighting some common pitfalls to avoid.

Upcoming Events

Country	Where	Venue	What	When
		Sovigliana-Vinci	Mappando si Vinci! – 2 Maggio 2026	2026-05-02 – 2026-06-02
		[online]	Capacitação OSM 2026 – IVIDES DATA ® – Editor iD – Parte I	2026-05-08
		online	SOSM Association Annual Meeting	2026-05-08
	Madurai	Madurai Startups Spaces	OSM Madurai Armchair mapping party	2026-05-09
	København	Cafe Bevar’s	OSMmapperCPH	2026-05-10
	Delhi	Kori’s, Humayunpur, Delhi	OSM Delhi Mapping Party No.29 (South Zone)	2026-05-10
			Missing Maps : Mapathon en ligne – CartONG [fr]	2026-05-11
	Zürich	Bitwäscherei Zürich	187. OSM-Stammtisch Zürich	2026-05-11
	Grenoble	La Turbine	Atelier de mai 2026 du groupe local OpenStreetMap de Grenoble	2026-05-11
	臺北市	MozSpace Taipei	OpenStreetMap x Wikidata Taipei #88	2026-05-11
	Magdeburg	Netz39 e.V. , Leibnizstraße 32, 39104 Magdeburg	1. OSM Stammtisch Magdeburg	2026-05-12
	Hamburg	Voraussichtlich: “Variable”, Karolinenstraße 23	Hamburger Mappertreffen	2026-05-12
		temporärhaus	OSM-Stammtisch Ulm/Neu-Ulm	2026-05-12
		Maison des associations de Bayonne – salle Valmont	Rencontre Mapadour	2026-05-13
	Praha	Seznam.cz	Pražský mapathon s Lékaři bez hranic v Seznam.cz	2026-05-13
	Amsterdam	TomTom HQ	2026 Spring End Maptime	2026-05-13
	München	Echardinger Einkehr	Münchner OSM-Treffen	2026-05-13
			Mapaton – Marsh	2026-05-14
	Žilina	Fakulta riadenia a informatiky UNIZA	Missing Maps mapathon Žilina #22	2026-05-14
	Berlin	BrewDog DogTap Berlin, Im Marienpark 23	215. OSM-Stammtisch Berlin-Brandenburg	2026-05-14
		Acireale	Mappiamo le Aci	2026-05-16 – 2026-05-17
	New York	East River Park at Corlears Hook	NYC Mapper Picnic	2026-05-17
	Chennai Corporation	Hotel Nithya Amirtham, Mylapore Market, Chennai	Mapping at Mylapore Market, Chennai	2026-05-17
	Bologna	aula 0.6, DICAM, Unibo, Viale del Risorgimento 2	Unibo Mapathon OpenStreetMap 2026-05	2026-05-18
	Mannheim	RaumZeitLabor, Mannheim	Rhein-Neckar OpenstreetMap Treffen	2026-05-18
			Webinaire de sensibilisation à OpenStreetMap pour les collectivités	2026-05-19
			Missing Maps London Mid-Month (Without Training) Advanced Mappers [eng]	2026-05-19
	Lyon	Tubà	Réunion du groupe local de Lyon	2026-05-19
	Chemnitz	Kaffeesatz, Chemnitz	OSM-Stammtisch Chemnitz	2026-05-19
	Bonn	Dotty’s	200. OSM-Stammtisch Bonn	2026-05-19
		Online	Lüneburger Mappertreffen (online)	2026-05-19
		MJC de Vienne	Rencontre des contributeurs de Vienne (38)	2026-05-20
			Online Missing Maps Mapathon ÄRZTE OHNE GRENZEN (AT/DE)	2026-05-20
	Karlsruhe	Chiang Mai	Stammtisch Karlsruhe	2026-05-20
		[online]	Capacitação OSM 2026 – IVIDES DATA ® – Editor iD – Parte II	2026-05-22
	Ferrara	Ferrara	Raccolta dati aree verdi @ Giornata Mondiale della Biodiversità 2026 – Citizen Science Ferrara	2026-05-23
	Navi Mumbai		OSM Mumbai Mapping Party No.10 (Trans-Harbour Line – North)	2026-05-23
	Bologna	Velostazione ExDynamo	Compleanno di Wikipedia a Bologna 2026, con wikigita e mapping party in Bolognina e pranzo alla velostazione	2026-05-24
			Missing Maps : Mapathon en ligne – CartONG [fr]	2026-05-25

Note:
If you like to see your event here, please put it into the OSM calendar. Only data which is there, will appear in weeklyOSM.

This weeklyOSM was produced by Raquel IVIDES DATA, Strubbl, Andrew Davidson, barefootstache, darkonus, derFred, izen57, mcliquid.
We welcome link suggestions for the next issue via this form and look forward to your contributions.

Mike Pascoe is the President of the Lafayette History Museum in Lafayette, Colorado and associate professor at the University of Colorado Anschutz Campus.

When I enrolled in one of Wiki Education’s 250 by 2026 Wiki Scholars courses, I expected to learn how to edit Wikipedia more effectively. What I did not expect was how quickly the work would evolve into something that felt much closer to public scholarship than a typical academic exercise.

Like many first-time editors, I initially found Wikipedia’s systems and expectations difficult to navigate. Writing for Wikipedia is not the same as writing for an academic journal. It requires a strict adherence to verifiability, a neutral point of view, and a reliance on high-quality secondary sources. Every sentence must be justified. Every claim must be traceable. And every contribution is open to revision by others. That combination creates a level of accountability that is different from traditional academic writing.

My primary project for the course focused on developing the Wikipedia article for a 1937 Colorado Supreme Court case involving allegations of racial discrimination in access to a public swimming pool (https://en.wikipedia.org/wiki/Lueras_v._Lafayette). The case centered on Rose Lueras and other members of the Latino community in Lafayette, Colorado, who challenged their exclusion from a publicly supported facility. Although the plaintiffs argued that their rights had been violated, the court ultimately ruled that there was insufficient evidence to establish a conspiracy or municipal responsibility for the discrimination.

At the outset, the article required substantial development. The historical, legal, and social context of the case was fragmented, and much of the significance of the case was not clearly articulated. The process of improving the article required not just adding information, but reconstructing a coherent narrative from a combination of legal records, historical sources, and secondary analyses. In doing so, I found myself engaging in a form of synthesis that closely resembles scholarly work, except that the audience was not limited to a specialized academic readership.

What made this project particularly meaningful was its connection to local and underrepresented history. Lueras v. Lafayette is not widely known, yet it provides a concrete example of how racial segregation operated at the community level, often through informal mechanisms rather than explicit legal structures. The case also illustrates the limitations of legal remedies available to marginalized communities during that period. Bringing this history into a widely accessible platform like Wikipedia felt consequential in a way that traditional assignments often do not.

This aligns with a broader pattern seen across Wikipedia-based assignments. Even relatively small contributions can address gaps in coverage and expand public awareness of overlooked topics. As others have noted, adding or improving a single article can “set off ripples of impact” by making previously underrepresented knowledge visible to a global audience. That dynamic was evident throughout this project.

The course, instructed by Kelly Doyle Kim, also emphasized that Wikipedia is not simply a static repository of information, but an active knowledge ecosystem. Contributors are not just summarizing existing knowledge; they are participating in how knowledge is structured, contextualized, and accessed. This was a shift in perspective for me. Rather than viewing Wikipedia as something to consult, I began to see it as a platform where disciplinary expertise can directly shape public understanding.

Separately from this course, I have also explored Wikipedia editing as a form of scholarship in a more formal research context. In a recent peer-reviewed study, Improving science communication and organization visibility through Wikipedia: A case study of the American Association for Anatomy (https://doi.org/10.1002/ase.70234), I examined how systematic improvements to a scientific organization’s Wikipedia article affected its structure, visibility, and perceived credibility. That work demonstrated that targeted editing could produce measurable improvements in both content quality and user perceptions, reinforcing the idea that Wikipedia is a legitimate venue for science communication.

Taken together, these experiences, one rooted in a structured course, the other in a formal research study, highlight different dimensions of the same underlying idea: Wikipedia editing is not just a technical skill. It is a form of public-facing scholarship.

There were, of course, challenges. Identifying appropriate sources for Lueras v. Lafayette required careful evaluation, particularly given the historical nature of the topic and the need to prioritize secondary sources. Maintaining a neutral tone when working with material that has clear ethical and social implications also required deliberate attention. These constraints can feel limiting, but they ultimately strengthen the work by enforcing clarity, balance, and evidentiary rigor.

What distinguishes this experience from more traditional academic work is its persistence and reach. A term paper is read once and archived. A Wikipedia article remains visible, editable, and continuously engaged with. Contributions do not end with submission; they become part of an ongoing, collective process of knowledge refinement. This is part of what makes the assignment so effective as a learning tool. It situates writing within a real-world context where accuracy, clarity, and sourcing matter in tangible ways.

More broadly, the course reinforced the value of integrating Wikipedia into academic practice. In an information environment shaped by both widespread access and widespread misinformation, the ability to contribute accurate, well-sourced, and accessible content is increasingly important. Wikipedia assignments provide a structured way to develop these skills while also producing work that extends beyond the classroom.

Wiki Education’s course provided the framework and support needed to engage with this process effectively. It also positioned Wikipedia not as a secondary or informal outlet, but as a central platform for advancing public knowledge.

For me, the most significant outcome was not simply learning how to edit Wikipedia or completing a single article. It was recognizing that contributing to open-access knowledge platforms can be a meaningful extension of academic work, one that connects disciplinary expertise with broader public audiences in a direct and lasting way.

Mike Pascoe, PhD
President, Lafayette History Museum
Associate Professor, Physical Therapy & Physician Assistant Programs
University of Colorado Anschutz Campus

This blog post was developed with the assistance of ChatGPT (OpenAI, GPT-5.3), which was used to support drafting and refinement of structure and language, while Mike Pascoe provided the original ideas, source materials, project context, and conducted all substantive content development, verification, and final revisions. The University of Colorado Anschutz in Aurora sits on the traditional lands of the Cheyenne, Arapaho, Ute, and many other Indigenous nations, whose enduring presence, contributions, and relationships to this land are recognized with respect while acknowledging the ongoing impacts of displacement and injustice.

I recently decided to run an experiment on wikibase.world: what happens when you give an AI agent the keys to a live MediaWiki instance and ask it to do some targetting gardening, including edits to Wikibase?

Meet the Jules free tier, though i’m sure you could use any agent. Over the course of a few hours, I tasked Jules with editing wikibase.world, moving from simple API edits, querying SPARQL, browsing external websites, and even learning how to properly participate in MediaWiki talk pages, requesting for me to edit its knowledge / prompt on a protected wiki page.

Onboarding and Basic API Usage

Before Jules could do anything, it needed an account. I asked it to register itself as “Addagent” using the MediaWiki API and handle the CAPTCHA and token requirements.

The prompt was:

Can you register me an account on https://wikibase.world/ I guess via https://wikibase.world/w/index.php?title=Special:CreateAccount&returnto=Project%3AHome or the API And then tell me the password The username should be “Addagent”

It went ahead and did this first time, and now https://wikibase.world/wiki/User:Addagent exists. To create the account it seemingly used https://www.guerrillamail.com/ which I have since changed to an actual email address I control incase I need to reset the account password (which I also noted down).

One thing of note while using Jules, is that it really is optimized for coding, and it continually reports that it is “Running code review…” between steps, even though there is no code repo and nowhere to commit code to and no real code in this project either, and it continually referred to “pre-submit steps” even though there is not going to be any code submission.

It looks like Python was used by the agent to perform the account creation, and that script included completing whatever CPATCHA it was served as part of the wikibase.cloud hosting.

The screenshot to the right shows the various steps completed by the agent, as it broke down the task to be completed.

A first edit, adding a description

There are many items already on wikibase.world, partly thanks to Addbot (source) which scours the internet every week trying to find new wikibase installations to add, and to update their stats and connections.

An edit that I frequently make to the imported sites, is switching their labels and descriptions around so that the primarily English label is slightly more useful.

https://wikibase.world/wiki/Item:Q3765 has a non descriptive label In the past I set the label to be the full domain, and switched the label to the an alias, can you do that?

This resulted in an edit changing from Test Lib for the label, to the hostname testlib.wikibase.cloud, and moving Test Lib to an alias instead! Exactly what I would normally do by hand.

I could imagine creating a heuristic to detect such cases, especially if the imported name includes the word “test” for example, or is very short, however the use of an LLM I expect would do a pretty good job at detecting names that “look like test sites” or names that are too short and may need additional context.

See the edit here.

Archiving a talk page

Now this is a very common thing to happen on a MediaWiki install. Most Wikimedia sites infact have one or more bots that will complete this task, such as Lowercase sigmabot III or ClueBot III.

There is even a whole help page detailing how users can archive talk pages on English Wikipedia. But the basic operation is take content from one page, and put it on a subpage of that page, based on limits on the main talk page, such as number of sections, last activity date etc.

My prompt for this one, targeted the main talk page…

Great, now I want to move all of the topics from https://wikibase.world/wiki/Project_talk:Home to an archive subpage that are over 1 year old… And then also link to the archive in a nice way from that talk page

And this seamlessly moved the content, however it made use of templates that don’t actually exist on the site. (removing content from page, adding it to archive)

The templates were fixed with another little prompt…

Great! However you used archive related templates that do not exist, can you create them? and any other needed templates?

Which caused it to make Template:Archive and Template:Archives which I continued to refine with a few more prompts to get them the way I wanted them to appear, however even the first version was rather good.

Property list completion

Checking lists by hand, and or parsing SPARQL from URL encoded domains involves a fair few manual steps.

I wanted to make sure that all of the properties that were used in the various SPARQL queries that were listed on the home page of the site, were all included somehow on the Project:Properties page, as many new properties have been created in the last months, and this page has not been getting updated…

The prompt was:

There is a list of properties at https://wikibase.world/wiki/Project:Properties Can you make sure it includes all of the properties that are used in the sparql queries on the main page? https://wikibase.world/wiki/Project:Home

And the edit was rather nice. The addition of {{cwbn}} at the bottom of the page was a little bit of scope creep (this template lists links to the “cool wikibase network”), however I ended up leaving the template, as it kind of fitted with the content of the page anyway…

You can see the identification of the various properties that were found missing from the page, retrieval of the labels and descriptions for the PIDs, and then updating of the page. It’s interesting to note that it seems to know about the {{Property| template from Wikidata, however this is again something on Wikibase installs by default and should not automatically be used. Thankfully it noticed that when it came to make the edit.

Updating more “test” site names

Earlier we updated the test label of a single test site, however I want to do that for more sites, and figured out that I could get a fairly good list of things that might be worth looking at with a simple search.

So I set the agent to work…

Reviewing https://wikibase.world/w/index.php?title=Special:Search&limit=500&offset=0&profile=default&search=test&ns0=1&ns120=1 there are many items / sites just called “test” Can we try and improve these names, and also possible add some descriptions if we can find out extra info?

This ended up editing 12 different items, the labels were pretty good, however I wasn’t that happy with the very generic descriptions, such as Test Wikibase instance: https://test-lepticed.wikibase.cloud, however they were to be honest, still better than having a totally blank description…

See the edits to Q2709, Q977, Q2743 and Q3507.

Descriptions

In order to improve the description situation above, I realized that I could get the agent to go and look at the wikis that the items were referring to, and then it would likely be able to come up with a much better description…

This is also one of the harder things to do automatically. I have tried extracting first lines or home pages, or things from HTML meta, but they are often rather rubbish, and dont really fit the “description” on wikibase.world itself.

First I tried a single item…

Can you go to https://wikibase.world/wiki/Item:Q35 and take a look at the actul site it points to, them coming back, adding a nice description based on what you see

Which lead to a much longer, and fairly nice description.

So I let it rip on on a SPARQL query from the main page, ordering the sites by number of items, and generating some more descriptions for them.

can you do the same for the other TOP items from this sparql link which do not have a description

maybe for everything with over 100k pages

See Q803, Q2677, Q1495 and Q1893.

That’s when I noticed the full stops at the end of the descriptions, which is something which is generally advised against on Wikidata, and likely for descriptions on Wikibases in general (though there is no way to automatically discover this yourself as an editor…)

So I made a new page, which might be able to serve as a starting prompt for the agent, and protected it to stop malicious actors from changing it, see User:Addagent/prompt, and I first targeted full stops, which it quickly proved that it could follow, so I kept iterating on it, pulling more tips from Wikidata.

And the edits continued improving… Q2352, Q1158 and Q3553

Acronym fixing

Trying to think about other ways the data set could easily be improved by researching on the wikis themselves, I noticed that some site names we just acronyms, such as DFIH, which again, is not very useful for people.

And this is also where I tried to get the agent to write a “skill” for itself, or maybe other agents in the future, that might want to work on the site. (A concept I have stolen from coding agents).

https://wikibase.world/wiki/Item:Q1158 doesn’t look liek it has a great label, maybe the current label should be an alia, and you come up with a new label. Then can you look for any other any other wikibases that have all caps label with now spaces, which implies that it is just an acronym.. I expect all of these could use improving.. I guess the best way to find them is search or a SPARQL query? When you find a method that works for finding and fixing them, perhaps we should document a new “skill” on a sub page of our user?

User:Addagent/skills/label-ancomyn-cleanup for example? Then we could refer to this in the future for a guide on how to approach finding and cleaning up such things

The acronym expansion went very well, expect there was some accidental removing of aliases, I assume to a misunderstanding of the API, that I had to make it adjust.

The initial skill included a SPARQL query to find items that might need to be looked at, as well as the process to fix them. Some of the wikitext leaves a little to be desired, but it works well for the agent, and the wikitext fix likely should just be a slight tweak to the main prompt.

A second refinement was added once I asked it to be more careful about aliases.

Some final things

I ended up getting it to request its own changes to its own system prompt, to then be approved by me in a similar way to how edit requests work on Wikipedia. But this is when I realized that the {{done}} template didn’t exist on the site, but it was easy enough to get the agent to make one.

I also got it to create a {{ping}} template to that it could more easily ping me when making requests to the prompts (I also got it to tidy up the talk page a little after showing it how to use them with another skill). Again not perfect wikitext, but that’s something to improve in the future. I bet it would be much better at outputting markdown, in-fact it already is kind of a mid way point between wikitext and markdown…

Thoughts

Having something like Edit Groups on all wiki installations could generally be great. I’m sure I could already get the agent to start always adding something identifiable to the edit summaries that link an edit to the batch of edits being done at a given point in time likely triggered by a single prompt. There is already T330387 for adding edit groups to wikibase.cloud and T203557 for turning it into an extension.

It seems that only the action API was used initially, and it would likely make sense the poke the agent towards both the REST APIs for MediaWiki and Wikibase. I am assuming that it primarily knows how to interact with a MediaWiki installation from training, however perhaps I should ask it and or look at some of its script iterations to see exactly what it is hitting.

It’s common on GitHub these days to have pull requests have a specific chip to denote if it was created by a bot or AI agent. The only separation that MediaWiki has for such things so far is in the name that users choose for an account. I expect it would be trivial enough to modify the user link formatting to add chips based on user rights or groups, which could be a nice addition to add a little more visual separation between real user actions and non humans.

It’s already possible to filter on MediaWiki recent changes by bot or not bot, however this only applies to the bot attribute that can be given to an edit. Perhaps the more useful thing in the future might be filtering on arbitrary user groups? Or perhaps just a second level of bot edit?

Hosting the prompt and skills on the wiki feels like the right thing to do, however this is actually slightly worry some, as the only reason I can protect the pages from other users is because I am an admin of the site. In reality for these situation it would be nice to have pages that can only be edited by the user itself, which is possible by CSS JS and JSON pages, but really I want to be using wikitext or markdown for this page.. Or to have more fine grained permissions possible for such pages, so I could allow myself and the agent to edit them.

And lastly, as with code repositories, I think watching agent interactions can really help to easily identify usability bugs and improvements, and connections that can very easily be missed that would benefit users. The key example above is how to actually use descriptions. Right now when editing any Wikibase, including Wikidata, there is no help at all for how to use descriptions, the only way you have a chance of getting it right is if you have been staring at Wikidata a lot in the past, or happen to have read the rather lengthy Wikidata descriptions help page, which is a pretty big ask out of the gate.

I’m sure this won’t be my last time using Addagent on wikibase.world, so watch this space…

🕑 1 hour 35 minutes

Ad Strack van Schijndel is the founder and CEO of Juggel, a Dutch company whose product, also named Juggel, is an AI-centered MediaWiki distribution. Before founding Juggel, he was the founder and CEO of the MediaWiki-based consulting company Wikibase Solutions.

Links for some of the topics discussed:

• Juggel
• Wikibase Solutions
• Juggel AI
• "MediaWiki for lazy people" - talk by Ad at MUDCon spring 2026
• NeoWiki MediaWiki extension

Written by Camille Françoise (WMFR) and Michele Failla (WMEU).

The article was originally published in the European University Institute Policy Report on Open Internet co-edited by Patryk Pawlak and Nils Berglund.

The evolution of economic models in a digital ecosystem

Before the development of the Internet, business models for digital ecosystems were mostly closed. Organisations or companies would develop a product or service to sell at a lower price than their competitors. The first digital encyclopaedias, such as Encarta, are an example. The past decades have brought a drastic change in the business model promoted by the US digital companies, whose strategy shifted from the service-for-a-price model to offering a service “for free”. They enacted two aggressive strategies to capture the market: (1) forcing competitors out of the market and, once a monopoly was established, demanding payment while preventing competitors from accessing the market and therefore sustaining lock-in mechanisms; (2) using user data as payment to facilitate the resale of this data to external parties. 

Competition laws in Europe have struggled to keep pace with these practices and address the challenges they pose to legal frameworks, either through the exploitation of grey areas or through legislative gaps. The lack of effective tax mechanisms to address the competitive advantage of global tech companies operating in the European Union (EU) over EU-established companies further complicates matters. The European Commission has partially addressed these challenges with the adoption of the Digital Markets Act (DMA) and the Digital Services Act (DSA), and has been actively working on regulating large platforms, with the objectives to limit monopolies and enforce existing laws and to strike a balance between content moderation and fairer revenue streams. 

However, in its ambition to establish a digital ecosystem that is fairer and more respectful of people’s ability to exercise their own self-determination online, the European legislators have focused on limiting the impacts of monopolistic enterprises, without proposing what a desirable future of digital platforms and commerce should look like to foster a thriving digital ecosystem in the EU. In other words, it did not address the compatibility of certain business models with European values enshrined in Article 2 of the Treaty on European Union (TEU). Policymakers seem to be forgetting that there are infrastructures such as the Wikimedia projects, of which Wikipedia is the most famous, that have a unique model; a model that supports desirable digital infrastructures: open source, transparent, community-driven, and privacy-focused. This peculiar model represents the most unique democratic collaboration system within a digital ecosystem. The unique visibility offered by Wikipedia allows policymakers to often legally carve out spaces for this model to continue. But what about other Digital Commons, such as OpenStreetMap, for instance? Wikimedia is part of the Digital Commons ecosystem, which aims at creating this desirable digital future and deserves more carefully designed policies.

Open Data, Open Content: Fuelling Big Tech or Open Democratic Societies? 

Information enables empowerment. Wikimedia projects contribute to gathering knowledge to share it freely and openly. They enable citizens in their daily lives by providing access to neutral and verifiable information, supporting education, autonomy, empowerment, informed decision-making, democratic participation, accountability, innovation, economic development, social cohesion, and resilience for all people wherever they live. The model provides equal access to all, through the information provided within the open ecosystem: an academic in Argentina, a farmer in Belgium, a civil servant in Thailand, a CEO of a medium enterprise in Kenya, or a large tech company in the United States or in Europe.

The interstices of this model created a condition under which big tech companies can exploit existing laws to extract value from data and content. The protection of personal data under the GDPR is challenged by the black box syndrome: lack of transparency, lack of human rights enforcements and the extraction of value at unprecedented scale, against the intentions of the creators, occurs without sharing fair remuneration, increasing wealth inequities and social developments. These models challenge the concept of information being equally accessible and reusable by everyone, which aligns with the concept of equity. 

This raises a question whether, in democratic societies, restricting access to information because of the inequitable and extractive use by a few companies is a justified response. Such restrictions would have a major impact on people, including the progress towards the United Nations Sustainable Development Goals (SDGs). However, maintaining the status quo is not a viable option either. Finding solutions that will allow for fair and equitable remuneration mechanisms, ensure the visibility of sources, including human contributions, and facilitate transparent, accountable infrastructural designs for the digital commons ecosystem are urgently needed.

Economic Case for Protecting Common Goods in a Predatory Digital Ecosystem

One main aspect of the difficulties that digital commons face is not only the question of the materiality and digitality of the infrastructures, but also the financial extraction of the value contained in data, which is turned into financial flows to the benefit of a few concentrated global powers. This process diminishes the power of other infrastructures and communities while tilting the balance of power in favour of a few big tech companies.

In the era of the attention economy and data extraction in exchange for access to monopolistic digital infrastructures, the Wikimedia Movement and Projects remain one of the last bastions promoting the values of the open internet and net neutrality. Monopolistic digital infrastructures prioritise short-term commercial gains by enclosing public spaces and failing to respect and promote the fundamental rights of individuals and communities. 

Wikimedia Projects do not pursue profit and are oriented towards the public good: providing free knowledge and neutral, verifiable information to everyone. They do not sell information or collect or sell user data. They do not exploit attention-economy ecosystems, such as addictive designs, to keep people in the infrastructure. Algorithms are not used to give readers what reinforces their own beliefs and convictions based on profiling methods. Respect and promotion of people’s privacy serve to protect them and their ability to self-determination by fostering critical thinking. Equal access to information, the same facts, and multiple perspectives are the crucial enablers for forming opinions and meaningfully participating in democratic life. 

Supporting communities and infrastructure, whether physical or digital, requires financial streams. This raises the question of how to fairly redistribute the value back to the people who created it. The goal is to continue developing a more equitable, fair, and inclusive society, while protecting the commons and digital public goods. 

One solution adopted by the Wikimedia Foundation is the launch of a commercial service, Wikimedia Enterprise, to ensure that the value extracted by a few powerful big tech companies is at least partially returned to the people who created it: the Wikimedia Community. Such a solution, however, is not definitive given the unique features of Wikimedia projects and the undesirability of a one-size-fits-all approach. Other NGOs and Commons may have different business models, which may prevent them from effectively engaging in negotiations with big companies. Born a quarter of a century ago, Wikipedia serves as a reminder that the principles of net neutrality and an open internet are under attack by a few monopolistic enterprises, which replicate and reinforce inequalities at every level of society.

23/04/2026-29/04/2026

Mapping

• Comments are requested on this proposal:
  • terminal=yes to consistently map goods terminals and better describe connected transport modes and handled cargo.
• The following proposal is up for a vote:
  • highway=service + service=safari to map dedicated service roads in safari parks.

Community

• In an interview on the OpenCage Blog, Christian Quest outlined plans for the Panoramax Foundation to coordinate an open federated street-level imagery platform. The initiative aims to foster international collaboration and draws inspiration from the OpenStreetMap Foundation.
• Christian Quest has reminded us that the Panoramax instance run by OSM France accepts images from outside France for testing purposes only. However, almost half of all images are from foreign countries. He warned that the board of OSM France will decide soon whether to delete those pictures, because disk space is running out. According to recent figures, the Panoramax federation has grown to 10 instances, which now hosts over 100 million openly licensed street-level images contributed by more than 2,000 users. This was celebrated by Bastian Greshake Tzovaras on Mastodon.
• 9_tab wrote about Quartiers de Genève in their OSM User Diary. A mapping sprint around Geneva has organised the place=* nodes and local data for neighbourhoods and quarters has been compared with those mapped.

OpenStreetMap Foundation

• The OpenStreetMap Foundation has published its 2026 budget, approved in January, projecting around GBP 822,000 in income and about GBP 933,000 in expenditure. It includes funding for staff, contractors, microgrants, and infrastructure. It may be revised during the year.
• The OSMF has documented the short presentations given during public board meetings and is considering reviving these community talks in 2026. The ten-minute slots provide insights into projects and initiatives from the OSM community.

Events

• Silvina Meritano and Bastian Greshake Tzovaras gave a talk about OSM at the Latinamerican Festival for Free Software Installation in Córdoba. Their slides and materials are available online.
• An OSM Hackweekend in Karlsruhe (Germany) has been announced for 26 and 27 September 2026. This event invites developers and contributors to participate in projects related to OpenStreetMap.
• The call for papers for OSM Science 2026 has been extended. The conference will take place as part of State of the Map 2026, which will be held in Paris.
• The Wikidata and OpenStreetMap Taiwan communities have called for proposals for the joint State of the Map Taiwan 2026 / Wikidata Community Summit track at COSCUP. Submissions on topics such as Open Data, linked data, and OSM are open until Saturday 9 May.

Education

• IVIDES.org and IVIDES DATA are offering an opportunity of two paid vacancies to update and translate the content of the IVIDES.org’s OpenStreetMap course into English (can be either American or British) and Spanish. Please consult / the conditions and send your letter of intent by Friday 8 May.
• IVIDES DATA is now accepting registrations for its 2026 OpenStreetMap Workshop series (which will be in Portuguese), which consists of five sessions covering a variety of topics, such as mapping with OSM, QGIS plugins, web forms with KoboToolbox, and web maps with uMap. The focus of this edition of the series is to provide participants with the tools they need to develop a small practical project. The organisers believe that, in this way, the knowledge gained through these free software tools can be better integrated by the participants.

OSM research

• HeiGIT presented a study on automated road crack localisation for highway maintenance, using network data extracted from OpenStreetMap to enable spatially guided analysis and improve infrastructure monitoring. The study was published in Transactions in GIS30 and was authored by Knoblauch, Muthusamy, Ghamis, and Zipf.

Maps

• Christoph Hormann has proposed changing how OpenStreetMap Carto determines the name of a feature when labelling it on the map.
• The Deutsche Digitale Bibliothek (German Digital Library) has published a thematic ► web map of right-wing extremist violence in Germany since 1945, linked to the library’s archives from Archivportal-D. The map’s layers are based on OpenStreetMap or OpenHistoricalMap, depending on the time period.

OSM in action

• ^[1] Zoe Skyforest reported on Hackaday about a new national pastime in Australia: the sport of Payphone Tag. Developed by Alex Allchin, it is a capture-the-flag game in which players dial a number using local public phones to capture the area surrounding them. A real-time map of territories held by players is displayed via an OpenStreetMap-based web map. There have been 800 players in the last seven days and a total of 36,640 captures so far.
• Leonardo Texidó Quintana has developed a ride-hailing application for Cuba by leveraging OpenStreetMap data and forking Organic Maps for both passenger and driver apps. This app has facilitated more than 20,000 real taxi trips during a fuel crisis, operating on low-end smartphones with 2GB of RAM and intermittent 2G connectivity.

Open Data

• GOWIRES is a new open dataset combining location data from over 400,000 wind turbines worldwide (across 89 countries) with historical and future wind resource data. The geographic data is largely based on OpenStreetMap and has been validated against national registries.
• OCHA Centre for Humanitarian Data has published a global dataset of sub-national administrative boundaries for 110 countries.

Software

• In response to recent issues with the public Overpass servers, Kai Johnson has published a new Docker container image for Overpass, allowing people to run their own Overpass instances.
• HeiGIT has announced that their URL api.openrouteservice.org is being deprecated in favour of api.heigit.org. While the services remain unchanged, users need to update their applications before the shutdown in August 2026.
• geoObserver has showcased ► DrawonMaps. This is a web app that detects the edges of an uploaded image, then traces and fills the image using the OpenStreetMap street network.
• GéoDataMine has made it easy to extract ► thematic data from OpenStreetMap in the form of spreadsheets or geographic files. The data is updated daily and made available in CSV, GeoJSON, XSLX, and Shapefile formats. It is made compatible with national data schemas where they exist; otherwise, it follows OpenStreetMap conventions.
• Ilya Zverev has noted that a ticket regarding the support of multiple accounts in JOSM, which had been open for 15 years, has been closed with the status ‘won’t fix’. Consequently, there will continue to be no native support for multiple user accounts in JOSM. Some users are getting around this limitation with personal scripts, such as reported by M!dgard for *NIX systems. An alternative method that also works for Windows is available .
• The members of the osm2pgsql project announced that they recently won a grant from the NGI0 Commons Fund to work on the Compact OpenStreetMap Data Archive project (tentative name), aimed at reducing the memory and disk usage of osm2pgsql by implementing more efficient storage formats.
• The OpenGridWorks project, led ► by Alejandro Polanco, shows energy infrastructure and uses CARTO and OpenStreetMap for its reference geospatial layers. The available layers include power stations, transmission lines, substations, gas pipelines, data centres, planned transmission projects, submarine cable routes, and flood risk.

Programming

• Candid Dauth has introduced a new fork of openstreetmap-tile-server, which separates database and rendering, while supporting modern osm2pgsql features. This approach aims to enable more flexible and efficient tile hosting with incremental updates.
• Evgeny Arbatov has developed ‘vibe mapping’, a pipeline that analyses the overall vibe of a place using OpenStreetMap data. From the OSM data extract it divides an area into H3 hexagons, then calculates aggregate metrics for each hexagon. Based on these metrics, it asks an AI model to generate a short, one-sentence description of the place’s vibe. The code is available on GitHub.
• NieWnen has published a script that filters OSM replication files using .poly boundaries, to keep regional databases updated with osm2pgsql. This approach offers an alternative to Overpass and enables more flexible self-hosted data processing. The code is available on GitHub.
• Mark Litwintschik presented a reverse geocoding prototype based on Overture Maps that retrieves country codes and nearest addresses without external APIs. The underlying datasets also include OpenStreetMap data and are processed locally.

Releases

• Nils Nolde has released Valhalla 3.7.0, introducing features such as multimodal routing, OSM XML support, and additional metadata. This release also included numerous bug fixes and changes to routing and data processing components.
• Route-Crafter version 0.2.4 has improved the handling of very long routes, fixed mobile UI issues, and added warnings when settings change. It also updated features for setting the start location button and improved the route player traversed line visualisation.
• Marcus Jaschen has published a new route manager for Bikerouter, allowing users to store and organise routes either in the browser or on servers.

Did you know that …

• … Bikemap.net allows users to plan cycling routes worldwide using OpenStreetMap data for routing and maps?
• … Skaringa has developed a map of river basins in Central Europe using OpenStreetMap waterway network data?

OSM in the media

• A recent ► comparison of online cycling route planners highlighted Bikerouter (based on BRouter) as a powerful and fully free tool with extensive routing options and OSM-based maps. Bikerouter.de, created by Marcus Jaschen, relies ► on OpenStreetMap data for accurate routing and offers advanced customisation and export formats such as GPX or GeoJSON.
• An article by Anna Biselli, on netzpolitik.org, presented ► some privacy-friendly alternatives to commercial navigation apps, including several based on OpenStreetMap. The article highlighted decentralised approaches and offline use as key advantages.
• The Rail Agenda noticed in Substack that Oxford and Cambridge have no direct rail link today after the closure of the Varsity Line in the 1960s. The proposed East West Rail would restore one, with four trains per hour on the full corridor. The post is illustrated with an OSM map and used Wikimedia Commons data.
• Joe Fedewa took a look at StreetComplete, which rewards users with points for contributing to the improvement of OpenStreetMap. The concept is intended to create additional incentives to supplement and correct local map data.

Other “geo” things

• Crust News has noticed that Apple Maps no longer displays the names of various towns and villages across Lebanon. The removal is not limited to the area of the country facing Israeli invasion and attacks, it applies nationwide. Only a handful of larger cities remain labeled: Beirut, Tyre, Sidon, and a small number of others.
• The city of Porto will host ► the 17th Iberian Conference on Spatial Data Infrastructures, which will take place from 11 to 13 November 2026. For the theme of spatial data infrastructure in a changing world, the event has issued an open call ► for the submission of papers until Wednesday 10 June.
• The Bathymetric Data Viewer is an interactive map providing a search and discovery service for the bathymetry data and digital elevation models archived at NOAA’s National Centers for Environmental Information. A geoviewer with layers from the IHO Data Centre for Digital Bathymetry is also available.
• According to the proposed ► Emergency Care Reform Act, the German Federal Ministry of Health plans to create a public registry of automated external defibrillators.
• After it had been an EU requirement for two years, Jesper Zedlitz reviewed ► the status of high value datasets in Germany and revealed major differences between federal states. The differences point to gaps, inconsistent implementation, and open questions around categorisation.
• A recent article by Gabrielle Bruney, published in Places Journal, explored the role and decline of public benches in cities, highlighting their social and spatial importance. This article is the latest in a series, Writing the City, a collaboration between Places Journal and the Arts and Culture Program at Columbia Journalism School. For OpenStreetMap this underlines the relevance of detailed mapping of features such as amenity=bench. There is an ongoing proposal (since 2021) for hostile benches as a form of hostile architecture.

Upcoming Events

Country	Where	Venue	What	When
	Sydney	Level 6, 150 George Street, Parramatta	Social Mapping Event in Parramatta	2026-04-30
	Essen	Linuxhotel Essen	FOSSGIS-OSM-Communitytreffen im Linuxhotel	2026-04-30 – 2026-05-03
	大理市	三月街集市	大理三月民族节	2026-05-01 – 2026-05-07
		Weil der Stadt	MA1PPING	2026-05-01
	Augsburg	Augsburger Linux-Infotag 2026	Workshop: JOSM – Java OpenStreetMap Editor – Eine Einführung	2026-05-02
	नई दिल्ली	Jitsi Meet (online)	OSM India – Monthly Online Mapathon	2026-05-02
		Sovigliana-Vinci	Mappando si Vinci! – 2 Maggio 2026	2026-05-02 – 2026-06-02
	Braunschweig	Stratum 0	Braunschweiger Mappertreffen im Stratum 0 Hackerspace	2026-05-05
	Salzburg	Bewohnerservice Elisabeth-Vorstadt	OSM-Treffpunkt	2026-05-05
			Missing Maps London Mapathon (with Training) Beginner Friendly (Online) [eng]	2026-05-05
			iD Community Chat	2026-05-06
	Stuttgart	Stuttgart	Stuttgarter OpenStreetMap-Treffen	2026-05-06
	Richmond	Shockoe Bottom	Surveillance mapping with MapRVA	2026-05-07
		[online]	Capacitação OSM 2026 – IVIDES DATA ® – Editor iD – Parte I	2026-05-08
		online	SOSM Association Annual Meeting	2026-05-08
	København	Cafe Bevar’s	OSMmapperCPH	2026-05-10
	Delhi	Kori’s, Humayunpur, Delhi	OSM Delhi Mapping Party No.29 (South Zone)	2026-05-10
			Missing Maps : Mapathon en ligne – CartONG [fr]	2026-05-11
	Zürich	Bitwäscherei Zürich	187. OSM-Stammtisch Zürich	2026-05-11
	臺北市	MozSpace Taipei	OpenStreetMap x Wikidata Taipei #88	2026-05-11
	Magdeburg	Netz39 e.V. , Leibnizstraße 32, 39104 Magdeburg	1. OSM Stammtisch Magdeburg	2026-05-12
	Hamburg	Voraussichtlich: “Variable”, Karolinenstraße 23	Hamburger Mappertreffen	2026-05-12
		temporärhaus	OSM-Stammtisch Ulm/Neu-Ulm	2026-05-12
		Maison des associations de Bayonne – salle Valmont	Rencontre Mapadour	2026-05-13
	Praha	Seznam.cz	Pražský mapathon s Lékaři bez hranic v Seznam.cz	2026-05-13
	Amsterdam	TomTom HQ	2026 Spring End Maptime	2026-05-13
	München	Echardinger Einkehr	Münchner OSM-Treffen	2026-05-13
			Mapaton – Marsh	2026-05-14
	Žilina	Fakulta riadenia a informatiky UNIZA	Missing Maps mapathon Žilina #22	2026-05-14
		Acireale	Mappiamo le Aci	2026-05-16 – 2026-05-17
	Chennai Corporation	Hotel Nithya Amirtham, Mylapore Market, Chennai	Mapping at Mylapore Market, Chennai	2026-05-17
	Bologna	aula 0.6, DICAM, Unibo, Viale del Risorgimento 2	Unibo Mapathon OpenStreetMap 2026-05	2026-05-18
	Mannheim	RaumZeitLabor, Mannheim	Rhein-Neckar OpenstreetMap Treffen	2026-05-18

Note:
If you like to see your event here, please put it into the OSM calendar. Only data which is there, will appear in weeklyOSM.

This weeklyOSM was produced by Bastian Greshake Tzovaras, MarcoR, Nakaner, Raquel IVIDES DATA, Raquel IVIDES DATA, SeverinGeo, Strubbl, Andrew Davidson, barefootstache, derFred, izen57, mcliquid.
We welcome link suggestions for the next issue via this form and look forward to your contributions.

Jennifer Bernstein, PhD
Editor-in-Chief, Case Studies in the Environment
Faculty, Texas Tech University

In an eight-week, online introductory environmental science course, I assigned the Wikipedia assignment in lieu of a traditional research paper. Students selected an article from a list of geoscience terms and improved it through editing and contributing text, references, and media. My learning objectives were similar to those associated with a traditional research paper: evaluating source quality, synthesizing information, writing clearly, and supporting claims with evidence. The Wikipedia assignment met these goals while also placing student work in front of a public audience.

As an instructor, I also grapple with student use of LLMs. Rather than rely on detection tools or restrictive policies, I aim to design assignments that are difficult to complete successfully using LLMs. The Wikipedia assignment does this effectively. Students also recognize that Wikipedia serves as an input for LLMs, demonstrating how information is produced and circulated.

To assess how the assignment functioned, I conducted an informal content analysis of students’ end-of-semester reflections and compared them with their final article contributions. 

The most notable outcome was a change in how students understood their role in working with information. Instead of summarizing existing material, students were asked to revise, clarify, and make it usable for others. The experience was characterized less by content mastery and more by a move from receiving information to contributing to it. 

Some students engaged fully with this shift and meaningfully edited their articles. These students were often more comfortable with online learning environments or more invested in the course material. For them, the assignment offered benefits beyond a traditional research paper, particularly in developing a clearer understanding of how information is constructed  and disseminated.

At the same time, many students experienced the assignment as uncomfortable. Reflections expressed uncertainty about expertise and legitimacy, with students questioning whether they were qualified editors. In response, some focused on lower-risk contributions, working around the edges of their articles rather than making substantive revisions. A small number expressed strong dislike for the assignment in course evaluations.

From a pedagogical perspective, this discomfort is not surprising. Historically, students have been asked to take in information, internalize it, and demonstrate their understanding through correct answers. Over time, this reinforces the idea that knowledge is fixed and that their role is to receive it. Asking students to contribute introduces a different expectation, as it requires them to take responsibility for how information is presented and supported. This shift can feel unfamiliar, particularly in introductory or general education settings. At the same time, research on “desirable difficulties” suggests that this kind of challenge can support deeper and more durable learning (Bjork & Bjork, 2011; Bransford et al., 2000).

Other factors mediate how and to what degree this discomfort is experienced. Despite robust support, some students struggle with the technical demands of the platform. Others find the premise confusing, especially as many have been taught to avoid Wikipedia as a source. There is also something more fundamentally destabilizing at work. When students participate in producing and revising information, they must reconsider how it is created and trusted, and that the knowledge they encounter is the product of human construction and interpretation.

This discomfort does not lead to a single outcome. Some students step into it, engaging more deeply with the assignment and its expectations. Others hesitate or pull back, focusing on lower-risk contributions or struggling to engage. These responses are shaped by who students are and what they bring to the course. Students with prior positive experiences in online learning, stronger interest in the subject, or a sense of connection to the course community were more likely to persist through the initial uncertainty. For these students, the discomfort became productive. For others, particularly when combined with technical challenges, time constraints, or different expectations for what a course should provide, the same assignment felt confusing or misaligned. The impact of the assignment depends on how it intersects with student preparation, expectations, and course context.

Part of what makes this assignment feel different is also tied to how generative AI is reshaping the classroom and the broader information environment. Many responses to LLM use focus on restriction or monitoring. These approaches address immediate concerns but do not resolve the underlying challenge of designing learning environments that require active engagement with information. The Wikipedia assignment asks students to evaluate sources using shared standards, write for a public audience, and work within an existing body of knowledge. This is not simply a workaround for AI use. It reflects a shift toward forms of learning that prioritize evaluating information, making judgments, and working with knowledge in ways that are increasingly necessary in an AI-shaped information environment.

At the same time, this shift has pedagogical consequences. Non-traditional assignments often look and feel unfamiliar to students. They can create opportunities for deeper engagement, but they can also expose mismatches between course design and student expectations. In accelerated courses or with diverse student populations, these mismatches can be more pronounced, making careful scaffolding especially important when introducing assignments like the Wikipedia project.

For instructors considering the Wikipedia assignment, its value lies in how it asks students to engage with information as something they must work with, not simply receive. Students evaluate sources, write for a public audience, and contribute to knowledge that others will encounter. In courses with varied student backgrounds or limited time, careful scaffolding is essential to ensure that all students can engage with this work.

Even when it is uncomfortable, this kind of learning helps prepare students to evaluate information critically and make informed judgments in a landscape where those skills are increasingly necessary.

References 

Bjork, R. A., & Bjork, E. L. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56–64). Worth Publishers.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). National Academy Press.

Wiki Education’s support for STEM courses like Jennifer Bernstein’s is available thanks to the Guru Krupa Foundation.

Interested in incorporating a Wikipedia assignment into your course? Visit teach.wikiedu.org to learn more about the free resources, digital tools, and staff support that Wiki Education offers to postsecondary instructors in the United States and Canada. 

Now on its 16th edition, Wiki Loves Monuments still retains its crown as the world’s largest photo contest. Each year since 2010, photographers from around the globe have come together to celebrate cultural heritage through their camera lens—and donate it all to benefit Wikimedia’s freely shared knowledge. 

Despite Wiki Loves Monuments’ size and scope, it is primarily run by local organizers. For the most recent edition of the contest, 3,789 people submitted 227,918 photos to locally run national contests in September and October 2025. Each country then submitted its winners to a nine-person expert jury, who closely examined and identified the below 25 winners during a multi-month selection process. 

This year’s winner, shown above, captured a wall and gate near the Dayr-e Gachin Caravanserai in Iran. Dayr-e Gachin has been called the “mother of Iranian caravanserais” due to its size and importance. It is also a well-photographed UNESCO World Heritage Site, one of 54 caravanserai to share the honor. Hossein Pourakbarian’s photograph nevertheless found extraordinary within ordinary by backdropping the location with a distant mountain.

Over all its years, Wiki Loves Monuments photographers have collectively donated millions of images to Wikimedia Commons, a freely licensed media repository that supports Wikipedia and other websites. Each photo adds another nugget of knowledge to the world’s collection, and you (yes, you!) can use those images for just about any purpose with only a few stipulations.*

Second place

Photo by Darabad Andromeda, CC BY-SA 4.0

The Mehmāndust Tower in northern Iran was built by the Seljuk Empire in 1097 to serve as a tomb, but its dome and the names of the people interred there have long been lost to time. If you open this photo up and zoom in on the tower’s top, you will be rewarded with a look at its intricate brickwork and carved decoration.

Third place

Photo by Arjunfotografer, CC BY-SA 4.0

Kusum Sarovar is “a place where beauty, history, and tranquility flow together,” the photographer said. The reservoir in northern India is said to have been the place where Krishna clandestinely met with Radha.

Fourth place

Photo by Volcanicaaa, CC BY-SA 4.0 

Construction on the Ishak Pasha Palace, located in eastern Turkey, started in 1685 and was not finished for about a hundred years. Its architectural style blended elements from Anatolian, Iranian, and North Mesopotamian styles. Today, it is a prospective UNESCO World Heritage Site and tourist attraction.

Fifth place

Photo by Dehghanpourpix, CC BY-SA 4.0

One of the first buildings constructed in Arak, Iran, was this bazaar, seen here on a cold February day. The bazaar held a public bath, a mosque, water reservoirs, and an inn, and is unusual in its straight symmetrical lines aligned with the four cardinal directions.

Sixth place

Photo by Mohamed Abdelzaher, CC BY-SA 4.0 

Sometimes called the “world’s greatest open air museum,” Luxor contains or sits near a wealth of ancient Egyptian cultural heritage. It is also known for its tourist hot air balloons, giving this image a contrast between old and new.

Seventh place

Photo by Federico Milesi, CC BY-SA 4.0

Parts of Sacra di San Michele (Saint Michael’s Abbey) have been around for around a thousand years. Standing atop a mountain in northwestern Italy, it is today an active Catholic abbey and tourist attraction. A much chillier image of the abbey took second place in Wiki Loves Monuments 2015.

Eighth place

Photo by Mikipons, CC BY-SA 4.0 

Sant Climent, Taüll is a Romanesque-style complex in Catalonia, Spain, with influences from Lombard and Byzantine architecture. The interior contained the primary work of the Master of Taüll, a 12th century painter who became an exemplar of Romanesque art; some of it has been moved to facilitate preservation efforts (such as the Apse of Sant Climent, Taüll).  Along with eight other churches, Sant Climent became a UNESCO World Heritage Site in 2000.

Ninth place

Photo by Yurii-mr, CC BY-SA 4.0 

Summer is looming around this image of the Church of the Intercession, built in 1854 and located in a small village in western Ukraine.

Tenth place

Photo by Kcx36, CC BY-SA 4.0

Kcx36, a veteran member of the volunteer communities that keep Wikimedia projects updated, took this photo of an archway within a Confucius temple in Tonghai County, located in southwestern China.

Eleventh place

Photo by Mehmety11maz, CC BY-SA 4.0

Perhaps in the aftermath of a winter storm, this image snapshots the ruins of Perge or Perga in southwestern Turkey with an evening glow. The site contains remnants from Greek and Roman settlement; it includes an agora (a central public gathering space), a theater, a stadium, palaestra (wrestling school), a temple of Artemis, and two churches.

Twelfth place

Editor’s note: We have omitted the 12th-place winner pending the conclusion of a discussion about its copyright status.

Thirteenth place

Photo by Giles Laurent, CC BY-SA 4.0

Giles Laurent, a six-year Wikimedia volunteer, visited Saint Peter’s Church in Leuven, Belgium, late on a winter night to grab this photo of its facade with few people around. The church was designed to have a bell tower, but it was never completed. The building is a UNESCO World Heritage Site alongside other churches on the Belfries of Belgium and France list.

Fourteenth place

Photo by Basavaraj M, CC BY-SA 4.0

Some buildings are designed to be viewed from the front only. Lakshminarayana Temple in Hosaholalu, India, is not one of them—this is actually a photograph of its backside. The temple is an estimated 800 years old and is an example of Hoysala architecture. Another image from photographer Basavaraj M placed at #22.

Fifteenth place

Photo by عدسة قوريني, CC BY-SA 4.0

The Extramural Sanctuary of Demeter and Persephone in Cyrene, Libya, carries that first word because it was founded outside the city limits. The complex was in use by the late 7th century BCE. Archaeological excavations of its ruins, which include a temple and theater complex, started in 1969.

Sixteenth place

Photo by Hekmat Al-Ayashi, CC BY-SA 4.0

Khan al-Rubu’ in Iraq was built by the Ottoman Empire along the Karbala–Najaf road to serve as a stopover point for traveling caravans. It is also known as Khan al-Nakhila.

Seventeenth place

Photo by Tournasol7, CC BY-SA 4.0

Long-time Wikimedia volunteer Tournasol7 (since 2008!) snapped this photo of the city hall in Novi Sad, Serbia, on a grey November day. Located in the heart of the city’s Old Town, the neo-renaissance building was built in the 1890s to serve as a permanent seat of local government. Another image from Tournasol7 placed at #25.

Eighteenth place

Photo by Husky221, CC BY-SA 4.0

This theatrical stage stands as part of the Great Flower Hall in the Wufeng Lin Family Mansion and Garden in Taichung, Taiwan. After being completed in the 1890s, it was used for public banquets. Today, it is a tourist attraction and museum.

Nineteenth place

Photo by Rafael Lemieszek, CC BY-SA 4.0

France’s Palais Longchamp houses two major museums in the city of Marseille (its Natural History Museum and Museum of Fine Arts), and the park that surrounds it is listed on the French government’s list of remarkable parks. Rafael Lemieszek, who has been donating their time to Wikimedia initiatives for over a decade now, got this photo of it all on a bright February day.

Twentieth place

Photo by Athichitra, CC BY-SA 4.0

One of just 23 first-class royal temples in Thailand is Wat Phra Si Mahathat in Bangkok. It was built to commemorate the government’s victory over a 1933 rebellion.

Twenty-first place

Photo by Wowan1978, CC BY-SA 4.0

The Havuts Tar monastery was constructed over the course of some two hundred years, but it was effectively abandoned due to damage suffered in a 1679 earthquake. Today, only ruins remain, but you can access them via a 30-minute hike.

Twenty-second place

Photo by Basavaraj M, CC BY-SA 4.0

The elaborate carvings on the sandstone walls of Sun Temple of Modhera can be readily seen on this clear January day. Although the temple no longer offers worshipping services, it is now a Monument of National Importance in India and a tentative candidate for a UNESCO World Heritage Site listing. Another image from photographer Basavaraj M placed at #14.

Twenty-third place

Photo by Siabanaei, CC BY-SA 4.0

Seyyed Mosque in Isfahan, Iran, is the location for this unusually lit photograph of a walkway’s ceiling. Outside, the mosque unusually has a clock tower instead of a minaret.

Twenty-fourth place

Photo by Worldfootage, CC BY-SA 4.0

Wikipedia says that Kirby Hall is “one of the great Elizabethan houses of England.” Construction began in 1570, but its condition declined in the 1800s after its owners moved into a newly constructed mansion. Today, it remains in a semi-ruined state with multiple rooms lacking a roof.

Twenty-fifth place

Photo by Tournasol7, CC BY-SA 4.0

This castle is a standout feature in the small commune of Onet-le-Château in southern France. According to them, it was constructed in the 13th century and rebuilt in the 16th to look like a castle. Another image from photographer Tournasol7 placed at #17.

Post by Ed Erhart, Communications Specialist, Wikimedia Foundation.

*Please be sure to follow each image’s copyright tag. All of the images above, for instance, are available under a Creative Commons CC BY-SA 4.0 license—you are free to share them for any reason so long as you give credit to the photographer and release any derivative images under the same copyright license.

The post The winners of the 2025 Wiki Loves Monuments photo contest appeared first on Wikimedia Foundation.