Grants:Programs/Wikimedia Community Fund/Creating free knowledge in Israel through educational and GLAM projects, and enhancement of gender, age and ability diversity in the Hebrew and Arabic Wikipedias./Final Report
Report Status: Accepted
Due date: 2023-03-31T00:00:00Z
Funding program: Wikimedia Community Fund
Report type: Final
This is an automatically generated Meta-Wiki page. The page was copied from Fluxx, the grantmaking web service of Wikimedia Foundation where the user has submitted their midpoint report. Please do not make any changes to this page because all changes will be removed after the next update. Use the discussion page for your feedback. The page was created by CR-FluxxBot.
General information edit
This form is for organizations, groups, or individuals receiving Wikimedia Community Funds or Wikimedia Alliances Funds to report on their final results. See the midpoint report if you want to review the midpoint results.
- Name of Organization: Wikimedia Israel
- Title of Proposal: Creating free knowledge in Israel through educational and GLAM projects, and enhancement of gender, age and ability diversity in the Hebrew and Arabic Wikipedias.
- Amount awarded: 406978.1 USD, 1273000 ILS
- Amount spent: 1537469 ILS
Part 1 Understanding your work edit
1. Briefly describe how your proposed activities and strategies were implemented.
- This year we acted in the following ways: 1. We increased the involvement and representation of different sectors and genders in Israeli society by creating and guiding online editing courses. The target audience was: citizens of the third age, a community of religious-orthodox on issues related to the Hebrew Bible. In the schools and the academy, male and female students in the Hebrew and Arabic languages wrote articles about women, sorting out sexuality from a feminist perspective. Arabic speakers wrote entries about Arab villages that had disappeared, about unknown Bedouin villages in the Negev, and more. 2.Through fruitful collaborations with organizations that marketed and supported editing courses, we have improved and diversified our activities with producers of quality content, information, and data. Maintain a relationship with academic institutions, schools, and the Arabic-speaking Ministry of Education, which produces high-quality articles for Wikipedia. Our partnership with the National Library of Israel - Through this partnership, we initiated activities for the center of gifted students in East Jerusalem, by providing training courses to NLI guides, so they can offer guidance to school students who visit the library. Furthermore, we are developing an analytical tool to monitor the use of media files uploaded to Wikimedia Commons by GLAM institutions. 3.We have developed abilities, skills, and tools, including an online and up-to-date Arabic course tailored to the needs of the audience for the Arabic Wikipedia. Development of guidance plans: (1) Development of new plans dealing with neutrality in writing, deletion votes, development of methodology and updating the learning environment. (2) A methodological change-Improving the editing workshop model by turning part of the work into preparatory work at home and writing a self-check set for the students. In addition, we use social networking sites to inform the public about the work of the association.
2. Were there any strategies or approaches that you felt were effective in achieving your goals?
- Strategies related to diversification and social representation that were found effective are as follows: Cooperation with Tel Aviv University’s science-oriented youth program in writing articles about women. Writing such an article is part of the training and admission process of the young students. This program produces many high-quality articles.Editing courses for female senior citizens. We provide enhanced support to course graduates who showed high motivation and persisted in editing. We increase the representation of women among the team of volunteers who assist the course.Our cooperation with the MOE department of Arabic education brought about the participation of many Arabic-speaking teachers, which allowed us to maintain a continuous work with the Arab society and in the geographical periphery.Strategies related to cooperation that were found effective are as follows: Turning to various organizations as marketing partners and as beneficiaries, realizing that focusing on quality partners makes the work more efficient and yields.Fostering our volunteers realizing that this cooperation allows us to hold more courses.We set obligatory standards for lecturers in academic institutes who wish to cooperate with us and start a WP-editing project.Effective strategies related to the development of capabilities, tools, and skills are as follows: Development of a syllabus for Arabic-speaking teachers’ training course.Ongoing lesson-learning processes laid the infrastructure for a widespread improvement and updating move.A methodological change in the work with the MOE Hebrew education department This process allows us to better exploit the instruction at the workshop itself and to approve most of the articles in advance. Effective strategies for raising awareness and sustainability: Development of the dashboard tool that meets the needs of GLAM institutes and allows them a better understanding of the advantages of releasing free contents.
.
3. Would you say that your project had any innovations? Are there things that you did very differently than you have seen them done by others?
- Several innovative initiatives, at the core of the chapter’s activities, came to fruition:
- 1. The teacher training course for the Arabic-speaking education system, and its three axes of learning, is perceived as innovative, significant, and effective.
- 2. Cooperation with the Israeli Film Archive in which metadata about thousands of short historical films and newsreels were uploaded to Wikidata by a bot that had been programmed specifically for this project. .
- 3. An online editing course in Hebrew, the major innovation in this course is the well-organized methodology that was developed for this purpose. According to this methodology, the participants undergo a learning process that pivots around practical editing assignments, while they enjoy a multidimensional envelope of three channels of support and learning: online group meetings, personal work in a learning environment, and personal guidance offered by the course’s team. Each of these three channels is exploited for a different process of learning, in a way that maximizes its advantages. This methodology proves effective in meeting the ever growing needs of individual learners, while allowing for flexibility and adjustability to the needs of different learners.
Training organic teams who work in the National Library and serve as force multipliers, as they could organize editing workshops independently, following their training in how to use WP in the classroom.
- 4. Development of the dashboard - a technological interface based on open source for ongoing statistical and analytical follow-up on the usage of unique items of content uploaded to the Wikimedia projects. Its purpose is to encourage institutes and organizations to upload more content to the network and to the public domain.The collected data are presented as diagrams and numbers, according to various time-sections, that represent a real-time analysis. This is an innovative tool with high potential to develop the GLAM field in Israel.
4. Please describe how different communities participated and/or were informed about your work.
- We distribute the information about our activities in the following manners:
Marketing through newsletters, Facebook, and Instagram
Exposing the chapter’s activities to teachers by taking part in teachers’ trainings
Through our partnership with the MOE, in the field of Arabic editing Editing courses - The target audience receives information about them through campaigns that involve direct messages to previous course graduates, Facebook posts, partner organizations that wish to propose activities to senior citizens and other target audiences The MOE “Gefen” system - We are part of the “Gefen” system that offers extracurricular activities to school principals. The academy - We currently do not have a coordinator for this field. We therefore advertise our academic activities by word of mouth. Next year (2023) we hope to act in a top-bottom approach, namely, to create activities with senior persons at the academy that will lead to vast activity on the ground.
5. Documentation of your impact. Please use the two spaces below to share files and links that help tell your story and impact. This can be documentation that shows your results through testimonies, videos, sound files, images (photos and infographics, etc.) social media posts, dashboards, etc.
- Upload Documents and Files
- Here is an additional field to type in URLs.
- Senior Citizens Editing Course: https://upload.wikimedia.org/wikipedia/commons/6/6f/WMIL%27s_Senior_Citizens_Editing_Course_-_April_2022.png
Senior Citizens Editing Course on Judaism activity dashboard: https://outreachdashboard.wmflabs.org/courses/עמותת_ויקימדיה_ישראל_עם_תנועת_נאמני_תורה_ועבודה/קורס_מקוון_ללימוד_עריכה_בוויקיפדיה_לגמלאים_-_בנושא_יהדות
Pictures: https://drive.google.com/drive/folders/1Gzabsn-GpfVBhlWDrJiA3s-DMOiHjwHZ?usp=share_link Facebook: https://drive.google.com/file/d/14BbKkOTWNS3TivQ41Pd8xVcqDchi-Rzm/view WikiTalk activity: https://www.youtube.com/playlist?list=PLuQcXKjU3rwIG-n0ysFzUT_xIHpVSKTHT Questionnaire: https://docs.google.com/forms/d/e/1FAIpQLSe0lfV1oC_uJdk6EkeEZM3mdFFqlROhuuxDPCaEiAPLzJa8NQ/viewform?usp=sf_link
6. To what extent do you agree with the following statements regarding the work carried out with the support of this Fund? You can choose “not applicable” if your work does not relate to these goals.
| A. Bring in participants from underrepresented groups | Agree |
| B. Create a more inclusive and connected culture in our community | Strongly agree |
| C. Develop content about underrepresented topics/groups | |
| D. Develop content from underrepresented perspectives | Agree |
| E. Encourage the retention of editors | |
| F. Encourage the retention of organizers | Strongly agree |
| G. Increased participants' feelings of belonging and connection to the movement. | Agree |
7. Is there anything else you would like to share about how your efforts helped to bring in participants and/or build out content, particularly for underrepresented groups?
- For the time being, our efforts to reach out to new audiences, such as people on the autism spectrum, did not bear fruit, but we will continue this effort, and try to reach out to other new audiences, during 2023.
Part 2: Your main learning edit
8. In your application, you outlined your learning priorities. What did you learn about these areas during this period?
- With regard to editing courses, we learned that the module we had developed for our senior citizens’ courses can serve as a basis that can be adjusted to the needs of other audiences. We also learned that we can produce a high-quality course model by relying on the professional knowledge of volunteers, rather than on a long training of the course leader. In our courses and our “Students Write Arabic Wikipedia” project, we learned to adjust the contents to the participants’ fields of interest in order to increase their motivation. In our Arabic projects, we learned how to work with large groups of teachers, rather than several teachers at a time, as we used to work in the past.
With regard to marketing and events, we learned that contant creation of content on our Facebook page, which gives tribute to the people behind the activities, increases the awareness of our brand and creates sympathy with it. We also learned that marketing and events can serve as a means to create personal relations among members of the community, which improves the discourse experience also when communicating digitally. The more we have community events, the more positive the communication and the stronger the relations with the chapter.
9. Did anything unexpected or surprising happen when implementing your activities?
- The Arabic-speaking education system took upon itself to lead the project and introduce it to its teachers. The close engagement, interest, and partnership were initiated to a large part by a senior figure at the Ministry of Education.
Our dialog with the media outlet “Shakuf-The Seventh Eye”, which was meant to check the feasibility of a single editing event for a specific community, led to a long and promising cooperation, which resulted in several rounds of a regularly held joint WP editing course.
10. How do you hope to use this learning? For instance, do you have any new priorities, ideas for activities, or goals for the future?
- We learned to use the newly created cooperation and to invest efforts to strengthen it. We therefore chose to invest time and effort in creating more groups in various fields of interest, to increase the future impact of our work. We would also like to expand our activity and hold several teacher training courses every year, based on the same model, in different fields of learning, e.g. history, chemistry etc.
We learned that the best approach is to invest in groups of students that are likely to contribute quality articles, instead of investing in masses of students with various capabilities, who do not provide the expected products. We also learned to work with the right mix of new teachers and veteran teachers in order to make the work as efficient as possible. With regard to course, we will be open to further cooperations with various organizations, even if they require flexibility and adjustment on our part. We will try to initiate such cooperations. With regard to marketing and events, we have to keep putting an emphasis on educational contents for the general public and the Wikipedia community, as well as developing and strengthening interpersonal community bonds. We would also like to invest in an accurate characterization of the target audiences of our activities.
11. If you were sitting with a friend to tell them one thing about your work during this fund, what would it be (think of inspiring or fascinating moments, tough challenges, interesting anecdotes, or anything that feels important to you)?
- Deputy-CEO for programs: “I will tell about the positive and enthusiastic feedback we received from the graduates of the senior citizens’ course following their participation. Here is a quote from such a graduate: ‘This short course set me in a new direction with regard to my understanding, my view of learning tools, and my future work, and I am grateful for that”
Coordinators of the Arabic educational programs: “I will tell him what a great privilege to work in such a place that makes me think every day. Thanks to the words I write and the stories I tell, people get tools and write on Wikipedia, and then you read what they wrote and your world becomes richer. I enrich my knowledge through my marketing and make people love and smile through events that make Wikipedia more lively.”
12. Please share resources that would be useful to share with other Wikimedia organizations so that they can learn from, adapt or build upon your work. For instance, guides, training material, presentations, work processes, or any other material the team has created to document and transfer knowledge about your work and can be useful for others. Please share any specific resources that you are creating, adapting/contextualizing in ways that are unique to your context (i.e. training material).
- Upload Documents and Files
- Here is an additional field to type in URLs.
- Attached files: https://drive.google.com/drive/folders/1MdTzG3_tWBGTC7cxFND10wUAQXYLGciP?usp=sharing
Israel Film Archive brings Short films from Israel’s History to Wikidata: https://diff.wikimedia.org/2023/01/09/wikimedia-israel-and-the-israel-film-archive-bring-short-films-from-israels-history-to-wikidata/ GLAM Dashboard: https://wikimedia.org.il/home-2-2/glam-wiki-dashboard/ Training material "Editing Course": https://docs.google.com/presentation/d/1jNUJOoTPUdPPCH9Sr8H5ssHLoIayPB0B/edit?usp=sharing&ouid=109410472901436853935&rtpof=true&sd=true Training material "Writing from a neutral point of view in Wikipedia": https://docs.google.com/presentation/d/1S0eFgSCtyc8PDimQ4z__sRk1hxIbupEgl9LAuXUM3HM/edit?usp=sharing
Part 3: Metrics edit
13a. Open and additional metrics data
| Open Metrics | Description | Target | Results | Comments | Methodology |
|---|---|---|---|---|---|
| N/A | N/A | N/A | N/A | N/A | N/A |
| N/A | N/A | N/A | N/A | N/A | N/A |
| N/A | N/A | N/A | N/A | N/A | N/A |
| N/A | N/A | N/A | N/A | N/A | N/A |
| N/A | N/A | N/A | N/A | N/A | N/A |
| Additional Metrics | Description | Target | Results | Comments | Methodology |
|---|---|---|---|---|---|
| Number of editors that continue to participate/retained after activities | New graduates of the 2022 editing courses that will continue to edit for at least 3 months after completing the course | 25 | N/A | N/A | N/A |
| Number of organizers that continue to participate/retained after activities | N/A | N/A | N/A | N/A | N/A |
| Number of strategic partnerships that contribute to longer term growth, diversity and sustainability | No. of institutes/organizations that contribute to our goals, demonstrate continued collaboration, and constitute force multipliers | 9 | N/A | N/A | N/A |
| Feedback from participants on effective strategies for attracting and retaining contributors | Editing-course feedback survey (conducted among participants at the end of each cycle): An average overall final score of 4 out of 5 among participants | N/A | N/A | N/A | N/A |
| Diversity of participants brought in by grantees | N/A | N/A | N/A | N/A | N/A |
| Number of people reached through social media publications | No. of new followers of our posts related to the work developed within the framework of this proposal = 800 new social-media followers, and 400 new mailing-list subscribers | 1200 | N/A | N/A | N/A |
| Number of activities developed | N/A | N/A | N/A | N/A | N/A |
| Number of volunteer hours | No. of person-hours of volunteers in our various projects: educational, senior citizens, and events | 800 | N/A | N/A | N/A |
13b. Additional core metrics data.
| Core metrics | Description | Target | Results | Comments | Methodology |
|---|---|---|---|---|---|
| Number of participants | The total number of participants in all activities: 1984 (returning + new participants)
Of these - at least 70% will be new (mostly middle- & high-school students, higher education students, and senior citizens who took part in the editing course or were exposed to it f |
1984 | 2010 | We refer to this number as the number of participants in courses and activities within the education system. For this reason, it is almost always a new population that is writing or editing on Wikipedia for the first time. Likewise, in the education system and the academy, we have always sought opportunities for expanding our activity and products. | Several measuring tools are available to us:
2. Internal tracking tables of the directorates of the fields in Hebrew, Arabic, and academia: number of participants, articles, and sometimes geographic distribution. 3. We use Excel Feedback to process quantitative data of the courses. |
| Number of editors | The total number of new editors in all activities: 845 Including: middle- & high-school students (230 in HE, 200 in AR), higher education (225), Wikidata editors (10), senior citizens - both men & women (70), people with special needs (10), people who take part in editing events or contests (100) | 845 | 1041 | A significant increase in the number of editors and articles can be attributed to the opening of two more editing courses that were not planned in advance. | Several measuring tools are available to us:
2. Internal tracking tables of the directorates of the fields in Hebrew, Arabic, and academia: number of participants, articles, and sometimes geographic distribution. 3. We use Excel Feedback to process quantitative data of the courses. |
| Number of organizers | The total target number of organizers in all activities: 67
Of these: 14-16 will be new 18 volunteers in educational activities (2-3 will be new) / 14 volunteers in marketing activities and events (2 will be new) / 1 training facilitator, 8 members of the HE educational system (2 will be new) / 6 members of the AR educational system (2 will be new) / 15 lecturers in the academy who include a Wikipedia assignment in their course, and partners who promote the project (5 will be new) / 5 representatives of GLAM institutes and cultural organizations (1-2 will be new |
67 | 136 | Organizers appear to have been underestimated. We realized that we needed more assistance to carry out our plans effectively. There is another explanation for the difference between the expected number of organizers and the actual number, which is the degree of involvement of all participants. The more strong the partnership we create and the more involved both parties are, the greater the number of active partners and, in direct proportion, the number of products. | We count the number of organizers manually according to lists of names |
| Wikimedia Project | Description | Target | Results | Comments | Methodology |
|---|---|---|---|---|---|
| Wikipedia | Articles created or improved (he-wp) | 1135 | 4010 | In addition to a higher number of courses than planned, as well as exceptional cooperation with the Arabic-speaking education system and with gifted students, we contributed a particularly high number of articles to the Hebrew Wikipedia. | Several measuring tools are available to us:
2. Internal tracking tables of the directorates of the fields in Hebrew, Arabic, and academia: number of participants, articles, and sometimes geographic distribution. 3. We use Excel Feedback to process quantitative data of the courses. |
| Wikipedia | Articles created or improved (ar-wp) | 200 | 177 | As a result of some participants working in pairs and trios to better handle writing and applying the learning, our content contribution to the Arabic Wikipedia was less than expected: 177 articles compared to 200 articles. | Several measuring tools are available to us:
2. Internal tracking tables of the directorates of the fields in Hebrew, Arabic, and academia: number of participants, articles, and sometimes geographic distribution. 3. We use Excel Feedback to process quantitative data of the courses. |
| Wiktionary | Entries created or improved | 30 | 20 | In comparison with expectations, Wiktionary has received 20 donations rather than 30. As part of the Hebrew-speaking schools' activities to support Wiktionary, some schools chose to focus on contributing to Wikipedia at the expense of Wiktionary. Wikimedia Israel did not see anything wrong with this and allowed it to proceed. | N/A |
| Wikidata | Items created or improved | 4500 | 11498 | In 2022, Wikidata received donations from the Israeli Film Archive, which shared its catalog, and the National Library, which released a portion of its catalog for Wikidata's use. | Film Archive and National Library exported the information in Excel tables that were edited in accordance with Wikidata fields, and through the bot, the information was automatically uploaded
Bot contribution: https://www.wikidata.org/wiki/Special:Contributions/JerusalemcinemaBot |
| Wikimedia Commons | Files uploaded | 5000 | 40730 | As we drafted the work plan for 2022, we assumed that contributions to Wiki commons would be divided between education, editing courses, and Glam. In fact, it was, but the Glam Dashboard significantly increased cultural institutions' willingness to make images available for free use. In the end, the contribution to Wikishare exceeded the planned goal (5000 photos) by more than eight times. | Glam wiki dashboard: A recent development is the production of a monthly report directly from the dashboard, for each and every institution, independently. Currently, 42 GLAM institutions from 10 countries, seven of which are Israeli, use the tool in five languages (Hebrew, English, Portuguese, Spanish, and Swedish). |
14. Were there any metrics in your proposal that you could not collect or that you had to change?
- No
15. If you have any difficulties collecting data to measure your results, please describe and add any recommendations on how to address them in the future.
- N/A
16. Use this space to link or upload any additional documents that would be useful to understand your data collection (e.g., dashboards, surveys you have carried out, communications material, training material, etc).
- Upload Documents and Files
- Here is an additional field to type in URLs.
Part 4: Organizational capacities & partnerships edit
17. Organizational Capacity
| A. Financial capacity and management | This capacity has grown but it should be further developed |
| B. Conflict management or transformation | This capacity has grown but it should be further developed |
| C. Leadership (i.e growing in potential leaders, leadership that fit organizational needs and values) | This has grown over the last year, the capacity is high |
| D. Partnership building | This has grown over the last year, the capacity is high |
| E. Strategic planning | This capacity has grown but it should be further developed |
| F. Program design, implementation, and management | This has grown over the last year, the capacity is high |
| G. Scoping and testing new approaches, innovation | This capacity has grown but it should be further developed |
| H. Recruiting new contributors (volunteer) | This capacity has grown but it should be further developed |
| I. Support and growth path for different types of contributors (volunteers) | This capacity has grown but it should be further developed |
| J. Governance | This capacity has grown but it should be further developed |
| K. Communications, marketing, and social media | This capacity has grown but it should be further developed |
| L. Staffing - hiring, monitoring, supporting in the areas needed for program implementation and sustainability | This capacity is low, and we should prioritise developing it |
| M. On-wiki technical skills | This capacity has grown but it should be further developed |
| N. Accessing and using data | This capacity has grown but it should be further developed |
| O. Evaluating and learning from our work | This has grown over the last year, the capacity is high |
| P. Communicating and sharing what we learn with our peers and other stakeholders | |
| N/A | |
| N/A |
17a. Which of the following factors most helped you to build capacities? Please pick a MAXIMUM of the three most relevant factors.
- Peer to peer learning with other community members in community/ies of practice* (structured and continuous learning and sharing spaces), Using capacity building/training resources online from sources WITHIN the Wikimedia Movement
17b. Which of the following factors hindered your ability to build capacities? Please pick a MAXIMUM of the three most relevant factors.
- Lack of staff time to participate in capacity building/training, Lack of training that fits contextual needs and interests, Barriers to access training because of language
18. Is there anything else you would like to share about how your organizational capacity has grown, and areas where you require support?
- Our organizational capacity grew significantly following the creation of new partnerships for the Arabic-language activity. This resulted in reorganization of the activity. Nevertheless, an increase in the human resources dedicated to this activity is highly needed to allow its expansion.
19. Partnerships over the funding period.
| A. We built strategic partnerships with other institutions or groups that will help us grow in the medium term (3 year time frame) | Agree |
| B. The partnerships we built with other institutions or groups helped to bring in more contributors from underrepresented groups | Strongly agree |
| C. The partnerships we built with other institutions or groups helped to build out more content on underrepresented topics/groups | Strongly agree |
19a. Which of the following factors most helped you to build partnerships? Please pick a MAXIMUM of the three most relevant factors.
- Permanent staff outreach, Board members’ outreach, Partners proactive interest
19b. Which of the following factors hindered your ability to build partnerships? Please pick a MAXIMUM of the three most relevant factors.
- Local policies or other legal factors, Lack of staff capacity to respond to partners interested in working with us
20. Please share your learning about strategies to build partnerships with other institutions and groups and any other learning about working with partners?
- Generally speaking, we learned that the aspiration of many organizations to create WP editing cooperations around one-time events, or cooperations with minimal relations with us, is based on underestimation of the complexity of the editing process on WP. Accordingly, we strive to create partnerships around continuous high-quality projects, which allow detailed structured guidance on our behalf, and yield many high-quality products. With regards to courses, we learned that our courses can be treated as a basic module that can be adjusted to the requirements of other organizations, so we can suggest it as a product to these organizations. Working with partners is important and essential to the continuity and stability of the chapter’s activities.
Part 5: Sense of belonging and collaboration edit
21. What would it mean for your organization to feel a sense of belonging to the Wikimedia or free knowledge movement?
- The sense of belonging to the worldwide Wikimedia movement means to feel connected to the wider community of individuals and organizations who are committed to the same ideals of free and equal access to knowledge.
The aspiration to achieve the shared goals of WMIL and the WMF creates a sense of pride and belonging to the vision, which is bigger than any of us separately. Being part of a global movement that has a real influence on the world empowers WMIL’s employees and volunteers and drives us to do whatever we can for the joint vision. We are committed to contributing our local information and to maintain mutual cooperation as part of our adherence to the shared goals by developing knowledge that can serve other chapters,by participating in international conferences, and by cooperating with other chapters and organizations. The financial support that is offered by the WMF to WMIL provides us with a sense of security and allows us to better perform our duties in the general vision.
22. How has your (for individual grantees) or your group/organization’s (for organizational grantees) sense of belonging to the Wikimedia or free knowledge movement changed over the fund period?
- Somewhat increased
23. If you would like to, please share why it has changed in this way.
- With time, our sense of belonging grew more profound, also vis-à-vis other chapters, such as the Brazilian and Swedish chapters, especially around GLAM, which was a common subject for all three chapters.
Our participation in international conferences, such as the one in Berlin, also highly contributes to the sense of belonging and identification with the WMF’s values and activity. Unfortunately, this channel was limited during the Covid-19 crisis. Finally, the methods of work with the WMF, which include feedback about the development of WMIL and its activity directions, help us understand the WMF’s ways of thinking and adjust our local strategies to the global ones.
24. How has your group/organization’s sense of personal investment in the Wikimedia or free knowledge movement changed over the fund period?
- Somewhat increased
25. If you would like to, please share why it has changed in this way.
- The sense of personal investment has changed in the following manners:
First, the more WMIL’s employees and volunteers work to promote values shared with the WMF, e.g. promoting underrepresented groups, such as women, religious people, Arabs, and others, the stronger is the personal feeling of commitment and the willingness to dedicate further resources to the promotion of these shared values. Secondly, the more WMIL experiences its influence on the local community and on the wider system of the global Wikimedia movement, the greater is the feeling of satisfaction and self-realization, and the greater is the motivation and willingness to expand the personal contribution in the long run.
26. Are there other movements besides the Wikimedia or free knowledge movement that play a central role in your motivation to contribute to Wikimedia projects? (for example, Black Lives Matter, Feminist movement, Climate Justice, or other activism spaces) If so, please describe it below.
- Yes, there are other movements that influence our motivation to take action, to make our platforms more accessible, and to drive people to write articles on relevant topics. Such movements are movements of social justice, movements that deal with issues of gender equity, and movements that strive to narrow down socio-geographical gaps and gaps between majority and minority groups. Our activity in the Arabic-speaking education system and our work with women address the same issues. We are also influenced by environmental movements, we have an editing course, in cooperation with media outlets, whose main focus is environmental issues. Human rights movements are a source of inspiration and movements that deal with human dignity.
Supporting Peer Learning and Collaboration edit
We are interested in better supporting peer learning and collaboration in the movement.
27. Have you shared these results with Wikimedia affiliates or community members?
- Yes
27a. Please describe how you have already shared them. Would you like to do more sharing, and if so how?
- The results of our learning process have been shared with the other organizations with which we had ongoing relations with regard to specific subjects, e.g. GLAM. We also presented our work in WMF’s international conferences and in the Northwest Europe Group.
28. How often do you currently share what you have learned with other Wikimedia Foundation grantees, and learn from them?
- We do this rarely (less than twice a year)
29. How does your organization currently share mutual learning with other grantees?
- These days, we are working on improving our page on Wikipedia, where we will provide all of the information about our activities and their results, so the information will be available and accessible to whom it may concern
Part 6: Financial reporting and compliance edit
30. Please state the total amount spent in your local currency.
- 1537469
31. Local currency type
- ILS
32. Please report the funds received and spending in the currency of your fund.
- Upload Documents, Templates, and Files.
- Report funds received and spent, if template not used.
- https://docs.google.com/spreadsheets/d/1s4rR7GbFo9WRDoGCMtswtG6UsVmH0kJyNv9ZUORyL9Q/edit?usp=sharing
33. If you have not already done so in your budget report, please provide information on changes in the budget in relation to your original proposal.
- There is a difference between the proposed budget for 2022 and the actual budget for 2022 as a result of changes made to the manpower status in 2022: One employee went on maternity leave and a second resigned in September 2022, and a replacement has not yet been found. As a result, the salary cost was lower than expected. The gap may also be explained by income received from donations at the end of 2022
34. Do you have any unspent funds from the Fund?
34a. Please list the amount and currency you did not use and explain why.
- N/A
34b. What are you planning to do with the underspent funds?
- N/A
34c. Please provide details of hope to spend these funds.
- N/A
35. Are you in compliance with the terms outlined in the fund agreement?
As required in the fund agreement, please report any deviations from your fund proposal here. Note that, among other things, any changes must be consistent with our WMF mission, must be for charitable purposes as defined in the grant agreement, and must otherwise comply with the grant agreement.
36. Are you in compliance with all applicable laws and regulations as outlined in the grant agreement?
- Yes
37. Are you in compliance with provisions of the United States Internal Revenue Code (“Code”), and with relevant tax laws and regulations restricting the use of the Funds as outlined in the grant agreement? In summary, this is to confirm that the funds were used in alignment with the WMF mission and for charitable/nonprofit/educational purposes.
- Yes
38. If you have additional recommendations or reflections that don’t fit into the above sections, please write them here.