Blogs

She Leads Bootcamp 2025

Soni Wadhwa — 2025-02-19T14:30:11Z

CIS-A2K is committed to bridging the gender gap within Indian Wikimedia communities, and to further this goal, last year we launched the impactful She Leads program. This initiative is designed to empower female Wikimedians to take on leadership roles within their language communities, promoting diversity and inclusivity.

She Leads offers vital support and resources, helping women bring their ideas and initiatives to life, while fostering an inclusive, supportive environment that encourages growth and collaboration.

The response and feedback from the first iteration of She Leads illustrated a larger need to nurture female leadership in the open knowledge movement. Subsequently, we had several conversations with remarkable women in the open knowledge space to explore avenues to foster female leadership. We are grateful to Rosie Stephenson Goodknight, Masana Mulaudzi, Netha Hussain, Sneha PP, Amrita Sengupta, Manavpreet Kaur, and Medhavi Gandhi for their support and guidance in conceptualizing She Leads Bootcamp 2025. A special shout out to Satdeep Gill for being an ally and contributing to the program design.

The She Leads Bootcamp 2025, which was held in Bangalore from January 31st to February 3rd, 2025, aimed to further these efforts by gathering budding women leaders from Indic Wikimedia communities. This immersive, in-person event provided participants with the tools, resources, and connections necessary to thrive as leaders. The She Leads Bootcamp 2025 helped create a robust network of women leaders who were able to collaborate and support each other’s initiatives. The training sessions focused on leadership skills, feminist methodologies, project management, and advocacy strategies. Organizers fostered a sense of belonging among participants, encouraging them to share experiences and learn from one another.

Click to download the event report authored by Soni Wadhwa and edited by Chris and Nitesh Gill.

For more details visit http://editors.cis-india.org/a2k/blogs/she-leads-bootcamp

Envisioning the Role of Open Knowledge in the Implementation of the National Education Policy 2020

Ashwini Lele — 2024-08-27T14:53:13Z

The National Education Policy 2020 brings a significant change in India's educational landscape, representing a comprehensive overhaul to address the evolving developmental imperatives of the country.

This latest report by CIS-A2K delves into the potential role of 'Open Knowledge' players within the framework of the NEP 2020, aiming to provide insights and recommendations for effective implementation. This study focuses on Wikimedia ‘open knowledge’ platform amongst all available digital open knowledge platforms.

Wikimedia initiatives have already been successfully integrated into various higher education institutions, such as Christ University and Goa University, where students engaged in writing and editing Wikipedia articles as part of their coursework. These experiences illustrate how open knowledge platforms can cultivate essential skills such as research, writing, and digital literacy among students.

The NEP 2020 encourages the use of open knowledge systems to support interdisciplinary learning and creativity. By leveraging platforms like Wikipedia, educators can facilitate collaborative learning and critical thinking, aligning with NEP's goals of fostering cognitive and emotional competencies. The report identifies key areas where Wikimedia can contribute, including the development of multilingual content and the enhancement of digital skills.

NEP 2020 presents a unique opportunity to formalize the role of open knowledge ecosystems in education, promoting a shift from rote learning to a more engaging, participatory approach that prepares students for the complexities of the modern world.

Read the report here

For more details visit http://editors.cis-india.org/a2k/envisioning-role-of-open-knowledge-in-implementation-of-national-education-policy

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

soni — 2024-02-13T02:57:29Z

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Using the Wikimedia sphere for the revitalization of small and underrepresented languages in India

subodh — 2024-02-10T04:35:45Z

This report explores opportunities within the Wikimedia movement and projects to help revitalise small and underrepresented languages in India and provide recommendations to CIS’s Access to Knowledge team in furthering this effort. The report is mainly based on a roundtable conversation on Digital Access in Bhubaneswar with a diverse range of backgrounds and professions, including independent researchers, representatives from non-profit organizations, retired government officials, Wikimedia contributors (both Odia and Santali), ecological activists, directors of research institutes, consultants, and journalists. This was organized by the Access to Knowledge team of CIS in collaboration with Vasundhara, Bhubaneswar.

This strategic note discusses a broad program idea of offering barrier-free open access to resources in various underrepresented languages in India.

Languages spoken in the Republic of India belong to several language families, the major ones being the Indo-Aryan languages spoken by 78.05% of Indians and the Dravidian languages spoken by 19.64% of Indians. Languages spoken by the remaining 2.31% of the population belong to the Austroasiatic, Sino–Tibetan, Tai–Kadai, and a few other minor language families and isolates. According to the People's Linguistic Survey of India, India has the second highest number of languages (780), after Papua New Guinea (840). Ethnologue lists a lower number of 456.

The UNESCO endangerment classification is as follows:

Vulnerable: most children speak the language, but it may be restricted to certain domains (e.g., home)
Definitely endangered: children no longer learn the language as a 'mother tongue' in the home
Severely endangered: language is spoken by grandparents and older generations; while the parent generation may understand it, they do not speak it to children or among themselves
Critically endangered: the youngest speakers are grandparents and older, and they speak the language partially and infrequently
Extinct: there are no speakers left

North-East India is home to more than 200 languages, out of which 82 are listed as Vulnerable, 63 as Definitely Endangered, 6 as Severely Endangered, 46 as Critically Endangered and 6 as Extinct (The Guardian Dataset). Arunachal Pradesh is the state with the highest number of languages, with as many as 66 languages spoken there, while West Bengal has the highest number of scripts, nine, and around 38 languages.

The state of Odisha has 62 Scheduled Tribes who speak as many as 74 dialects. Their ethos, ideology, worldview, value orientations and cultural heritage are rich and varied. Odisha has the unique distinction of having 93 different Scheduled Caste communities spread over 30 districts and 314 blocks of the state having different dialects. Apart from the languages of the North-East and the state of Odisha, there are several other languages all over India that deserve better representation on the Internet. While a handful of these languages enjoy status and visibility as official languages of the states and thereby hold some currency as widely spoken languages in their linguistic territories, there are many more languages that do not have speakers counting beyond a few hundred. Examples include the Bellari language (Spoken in Karnataka by 1000 speakers), the Toda language (Spoken in Tamil Nadu by 1600 speakers) and the Naiki language (Spoken in Maharashtra by 1500 speakers). What these languages do share in common with the languages of the North-East mentioned earlier is that they all lack free and open source knowledge and data.

Some of these languages are the official languages of the states and are widely spoken in this region. On the other hand, some of the languages have a few hundred native speakers. However, irrespective of the size of the native population or official status of the language, they all lack free and open source knowledge & data.

These languages show a range of marked cross-linguistic features which pose several interesting questions to Linguistic theories and speech processing research. Moreover, the close geographical proximity of these languages makes them vulnerable to changes in multiple linguistic levels, making these languages an excellent resource to study language change. Despite this, these languages severely lack digital preservation. One of the major reasons that contribute to the lack of resources is the difficulty in human access to some of the areas in these regions. Moreover, with English and Hindi being used as a lingua franca in these regions, the actual number of speakers proficient in their native language is much fewer than the number shown in the census reports. This makes it more important than ever to initiate a preservation process which does not primarily depend on fieldwork while also increasing the presence of the language in the digital sphere.

As language technologies advance and more sophisticated tools are built using Artificial Intelligence, the divide between low resource languages and others is likely to get even larger as a common prerequisite of these advanced systems is the existence of a large amount of digital data. Low resource languages are at a risk of being left behind.

Research on these languages by researchers are mostly conducted by collecting data personally, which causes a huge hindrance to the research process, as most of it remains as a private collection or published in closed journals. Moreover, data collection through fieldwork is particularly challenging in this region due to the restricted access to most of the disturbed areas.

The goal of this program is to facilitate the study of these languages by making existing resources discoverable and building open-source structured datasets and tools using the Wikimedia sphere to enrich the language research landscape of small and underrepresented Indian languages.

Role of CIS-A2K

To design and commission relevant research studies in collaboration with language communities to define the premises of the program. The plan is to work with languages which are being written in single or multiple scripts in the pilot phase.
To develop strategies regarding the integration of language datasets with Wikimedia projects
Skill building of volunteers and community leaders in Wikimedia projects
Structure of local knowledge to be compiled for contribution
To identify the specific Wiki projects such as Wikipedia, Wikimedia Commons, Wikidata, Lingua Libre etc to build the archives of these languages
Designing outreach and knowledge dissemination processes
To develop partnerships with other academic, social, cultural and research institutions in the language sector for the sustainability of the project
Material support - Sound recorders, microphones, hard discs, laptop, scanner, internet hardware
Financial support - Remuneration of intern/fellow, internet data recharge

Specific objectives

Empowering the communities by enhancing digital literacy and connecting them with the world of knowledge and people outside.
Revitalizing/enriching the languages by increasing their use, coverage and depth using technological interventions.
Creating an ecosystem for developing language learning resources and tools; particularly, in the context of the New Education Policy.
Enabling scholars and researchers to overcome the challenge of finding appropriate data and expanding the knowledge on these languages.
By using the Wikimedia sphere, the infrastructural and technological support is secured, so that these languages are able to function in the digital world.

It is important to realise that these objectives can introduce new dynamics into other spheres of activity, such as education and the development of language.

Methodology

Our target languages broadly belong to two sets:

Languages which are primarily spoken in various states of India and have some or no digital presence on the internet.
Endangered languages which have extremely limited or no digital presence.

Survey of ongoing work

Several individuals and institutions are working on languages across the globe. There are significant initiatives in India also to revitalise the small languages in the digital sphere. Some of these are listed in the reference section at the end. An exhaustive survey of all such efforts will be done to map the present status as well as a listing of stakeholders. The target languages for A2K’s future work and the potential collaborators will also be identified through these exercises.

Digital Dictionary Making

A dictionary is a vital resource for any language learning. The idea of collaborative dictionaries using platforms like Wiktionary or Wikidata Lexemes eliminates the need for expert lexicographers and terminologists and rather follows the method in which the users enter data as new entries, definitions, and so on, and the same is reviewed by editors, once published. An offline e-dictionary application using this dataset could be developed to overcome the problem of sparse internet connectivity where the user is only expected to download & install the application once and use the dictionary offline at any moment.

Data Acquisition Strategies

Leveraging Crowdsourcing using LinguaLibre for the creation of Speech CorporaGiven the scarcity of text and speech corpora for these low-resource languages, the main potential source for dataset creation is by crowdsourcing.
Using Optical Character Recognition techniques -

The digitisation of texts in the public domain would be done and made available freely by uploading them on Wikimedia projects. The digital copy will be made machine-readable using Optical Character Recognition (OCR).

Processing the acquired data

Preprocess
Processing Speech Corpora
Processing Bilingual Parallel text Corpora

Housing datasets

Wiki Commons for media files
Wikidata for Lexemes
Wikisource for texts

Capacity Building workshops

Promoting the language among the young speakers of the community, since they are the future of the language and if it survives, it will belong to them.

Help language speakers possess up-to-date digital competencies and feel confident about them to actively participate in the digital world and increase content in their own native language.

Promoting contributions on platforms like Storyweaver, Pratham Books, Eklavya etc.

Promote the upskilling of native speakers and other disseminators

Facilitate knowledge exchange through participatory mechanisms both virtually and face-to-face.

The potential communities would be introduced to Incubator for building new Wikimedia projects

Educational development

Applying Open access philosophy to advance language pedagogy.

Develop language learning resources and tools, particularly, in the context of the New Education Policy.

References

Wikipedia articles
SCSTRTI, Odisha - https://www.scstrti.in/index.php/resources/mle-initiative/bilingual-dictionaries
Most populous languages of Odisha - https://commons.wikimedia.org/wiki/File:Languages_of_Odisha.svg
People’s Linguistic Survey of India - https://www.peopleslinguisticsurvey.org/
The state and fate of linguistic diversity and inclusion in the NLP world - https://aclanthology.org/2020.acl-main.560/
Bhasha India - https://www.microsoft.com/en-in/bhashaindia
Omniglot - https://www.omniglot.com/index.htm
Bharatavani - https://bharatavani.in/
Storyweaver - https://storyweaver.org.in/
Dimasa Thairili - https://www.dimasathairili.com/
SIL International - https://www.sil.org/
Ethnologue - https://www.ethnologue.com/
Global Recordings Network - https://globalrecordings.net/en/
Glottolog - https://glottolog.org/
Endangered Languages Project - https://endangeredlanguages.com/

This is a report by Subodh Kulkarni with editorial oversight and support by Tanveer Hasan and Soni Wadhwa. Click to download the PDF here.

For more details visit http://editors.cis-india.org/a2k/blogs/using-wikimedia-sphere-for-revitalization-of-small-and-underrepresented-languages-in-india

Commemorating Ulo Senthamizh Kodai (1945 - 2024): A Luminary of Tamil Open Knowledge Movement

pavan — 2024-02-08T14:59:50Z

பயன்தூக்கார் செய்த உதவி நயன்தூக்கின் நன்மை கடலின் பெரிது. (௱௩ - 103) திருவள்ளுவர் (Payandhookkaar Seydha Udhavi Nayandhookkin Nanmai Katalin Peridhu (Transliteration). The contribution made without weighing the return, When weighed, outweighs the sea. - Thiruvalluvar

With deep sorrow, we announce the passing of Ulo Senthamizh Kodai (December 22, 1945 – February 1, 2024), a distinguished technologist, author, academician, and prolific contributor to the Tamil Wikipedia community.[1] Born on December 22, 1945, in the village of Puducherrypalli in Thiruvallur district, Tamil Nadu, India, He devoted his life to engineering, science, and promoting scientific knowledge in Tamil.

Ulo Senthamizh Kodai earned his Bachelor's degree in Electrical Engineering from Guindy Engineering College and a Master's degree from PSG College of Technology in Coimbatore. His illustrious 33-year career at the Tamil Nadu Electricity Board included earning a Ph.D. He authored the acclaimed book "Makkal Ariviyal Ilakkiyam: Nokkum Pokkum" and received the Tamil Nadu Government's award for best book in engineering and technology in 2007.

Passionate about Tamil Nadu's science and technology history, Ulo Senthamizh Kodai contributed extensively to scientific vocabulary in Tamil. He served on the editorial board of the Bharathidasan University Journal of Science and Technology and significantly contributed to the Tamil Virtual Academy's glossary of technical terms.

In addition to academia, He was a luminary in the Tamil Wikipedia community, starting his contributions in 2014. He created over 2000 articles and had an edit count of 28513 in Tamil Wikipedia, focusing mainly on scientific articles. He was actively involved until his final days, participating in discussions and editing articles until January 29, 2024.

Ulo Senthamizh Kodai leaves behind a legacy continued by his son Vanchi. His impact on Tamil science and the Wikipedia community is immeasurable, with notable contributions to projects like the 100 WikiDays and the Tamil Teachers' Articles Cleanup Drive.

Members of the Tamil Wikipedia community mourn his passing. Fellow Wikipedian Mahalingam noted, "The passing of Ulo Senthamizh Kodai is a great loss to us all." Former colleague Jambulingam remembered his dedication and encouragement, while longtime contributor K. Murthy recalled Ulo Senthamizh Kodai's resilience despite physical challenges.

Ulo Senthamizh Kodai's contributions were recognized with accolades, including featuring on the main page of Tamil Wikipedia in 2016 and various barnstars and medals from fellow Wikipedians.

As we bid farewell to Ulo Senthamizh Kodai, we remember him not only for his significant contributions to Tamil science and Wikipedia but also for his unwavering dedication to knowledge, education, and the Tamil language. His passing leaves a void in the community, and he will be dearly missed.

We are planning to host a condolence meeting online and we will soon provide information about that. We encourage people to share their memories/experiences of their association with Ulo Senthamizh Kodai on this thread.

Tamil Wikimedians & CIS-A2K.

[1] Biographical Article about Ulo Senthamizh Kodai in Tamil Wikipedia

[2] Userpage of Ulo Senthamizh Kodai in Tamil Wikipedia

For more details visit http://editors.cis-india.org/a2k/blogs/commemorating-ulo-senthamizh-kodai-1945-2024-a-luminary-of-tamil-open-knowledge-movement

Information Disorders and their Regulation

Torsha Sarkar, Shruti Trikanad, and Anoushka Soni — 2024-01-31T14:20:20Z

The Indian media and digital sphere, perhaps a crude reflection of the socio-economic realities of the Indian political landscape, presents a unique and challenging setting for studying information disorders.

In the last few years, ‘fake news’ has garnered interest across the political spectrum, as affiliates of both the ruling party and its opposition have seemingly partaken in its proliferation. The COVID-19 pandemic added to this phenomenon, allowing for xenophobic, communal narratives, and false information about health-protective behaviour to flourish, all with potentially deadly effects. This report maps and analyses the government’s regulatory approach to information disorders in India and makes suggestions for how to respond to the issue.

In this study, we gathered information by scouring general search engines, legal databases, and crime statistics databases to cull out data on a) regulations, notifications, ordinances, judgments, tender documents, and any other legal and quasi-legal materials that have attempted to regulate ‘fake news’ in any format; and b) news reports and accounts of arrests made for allegedly spreading ‘fake news’. Analysing this data allows us to determine the flaws and scope for misuse in the existing system. It also gives us a sense of the challenges associated with regulating this increasingly complicated issue while trying to avoid the pitfalls of the present system.

Click to download the full report here.

For more details visit http://editors.cis-india.org/internet-governance/blog/information-disorders-and-their-regulation

WIPO SCCR 43: Notes from Day 3

shweta — 2023-04-28T13:03:42Z

Working towards a binding international L&E instrument
Iran, Pakistan and Kenya highlighted their support toward the African proposal as well emphasized the need for an internationally binding treaty on L&E. Saudi Arabia mentioned the need for Limitations and Exceptions to benefit the preservation and sharing of cultural heritage, as well as for persons with disabilities. Iran emphasied on the need for adequate balance and copyright protection and a balance between different national legislations. Iran stated that there was a need to have an international legal instrument in order to harmonise national legislations, in the absence of which there would not be a free flow of information. Iran also emphasised on the need to look at the priorities of developing countries with respect to the Development Agenda. Pakistan also highlighted the issues that came to light during the pandemic, especially with regard to cross border use of information by educational institutions. In addition to this Pakistan stated that it looked forward to a binding instrument that was not too prescriptive. Kenya shed light on the concerns around the increasing knowledge gap between the developed and the developing countries, and the migration from analogue to digital environment.

WIPO SCCR 43: Notes from Day 4

Limitations and Exceptions and Cross Border Flow of Data
Nigeria, South Africa, Russia, Brazil, Argentina, Iran, Uganda and Algeria extended their support to the Work Programme on L&E by the African Group. Nigeria in their statement expressed how L&E were essential for research, cultural exchange, and how it had the potential to help people around the world who still lack access to educational and research materials. Nigeria also highlighted that a legally binding international treaty would help harmonise and balance the copyright system with other instruments such as the TRIPS agreement and the WIPO internet treaties, and facilitate smooth transborder trade in both online and traditional media. Iran stated that the creation of L&E for online and crossborder use of data is imperative, especially for the benefit of online teaching and research as well as bridge the digital divide by facilitating access to knowledge and technology.

The European Union (EU) and France however were not in support of a legally binding instrument.The EU stated that they would prefer a non-binding instrument such as a toolkit, while France stated that the current international framework of copyright is sufficiently flexible to allow members to implement L&E in their national legislations, as well as to find appropriate tools to meet the needs of education, research and preservation. France expressed their reservation in moving towards a normative framework and stated that the states could look at the exchange of best practice at national level and support in drafting national legislations. The United States stated that topics such as text and data mining and contract override were not issues that were fully discussed yet at the committee level.

Observations by the Chair

The Chair noted that there continued to be a disagreement on whether to pursue international instruments for Limitations and Exceptions.
The Chair also noted that while there was a lot of support for the proposal, there still was no consensus on the proposal. The Chair suggested that the African Group work with the member states that highlighted their reservations and work together with the Chair to see if the proposal could be revised, or to look at portions of the proposal that enjoyed the support to be advanced.

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WIPO SCCR 43: Notes from Day 2

shweta — 2023-04-28T12:22:24Z

Rights of broadcasters
Iran wanted clarifications about whether the rights granted to broadcasters under the treaty would be a negative right (right to prohibit) or a positive right (right to authorise). Iran also highlighted that there was a need to clarify definitions in the treaty, particularly with respect to user generated contents shared on websites such as Youtube, in comparison with traditional broadcasters.

The Chair clarified that the treaty provides two sets of rights, positive rights under Article 6 and 7 and negative rights under Article 8 and 9. The Chair also clarified that the treaty aimed to bridge the various legal frameworks, based on copyright, under a rights based approach and a signal based approach. In the signal based approach, the positive right under Article 6 is based to protect only live signal and the protection ends at the point of fixation, hence there is no relation between the right of fixation Article 7 and the right to prohibit transmission and deferred transmission under article 8. The Chair further clarified that the positive right ends at fixation after which the right to prohibit comes into play. With respect to User Generated Content the Chair clarified that the current draft of the treaty focused protection to traditional broadcasters and not other service providers.

Terms of the Right The USA highlighted their concern over the possible perpetual term of fixation rights and requested that a revised text could have some explicit time limit. Singapore echoed USA’s concern over the absence of limitations on the duration of the rights of the broadcasters which could give broadcasters perpetual protection of a programme. Similarly Pakistan questioned the need for a right of fixation highlighting that piracy was an enforcement issue. With respect to the term of protection the Chair clarified that the treaty sought to provide practical protection to broadcasters of their live signal, and not the content of the broadcast. Further clarifying that one of the main aims of the treaty was the protection of simultaneous retransmission, and to provide protection in case there was a fixation of the signals.

Limitations and Exceptions
Iran and Brazil highlighted issues about limitations and exceptions. While Iran stated that the inclusion of the three step test in the treaty would water down the limitations and exceptions provisions, Brazil highlighted that the Article 11 of the treaty did not follow the text of the Marakesh convention or the Beijing treaty regarding Limitations and Exceptions. Brazil highlighted that there was a need to clarify in the text of the treaty itself that the list provided under the Article is illustrative and not exhaustive. In addition to this they stated that the text of the treaty should also establish the presumption that all the examples listed have already fulfilled the three steps. Brazil also highlighted the question about the consequence of the proposal on works in the public domain that are not sufficiently clear. The draft should ensure that public domain content when broadcasted should not receive another layer of protection.

Communia, Knowledge Ecology International (KEI) and Innovarte also highlighted issues that might come up with broadcasting works that are in the public domain. Communia provided examples where the broadcasters might have the only good copy of historic events and reporting that have now become a part of the public domain, however the broadcasters could reappropriate these which are in the public domain with new exclusive rights through this treaty. Communia hence suggested a need for exclusion of public domain works in the treaty. Innovarte highlighted Article 6 of the Berne convention which allows for exceptions related to public interest such as use of excerpts.

Agenda Item 6 and 7 - Limitations and Exceptions for Libraries and Archives, for Educational and Research Institutions and for Persons with Other disabilities

Working towards a binding international L&E instrument
The beginning of the discussion on Limitations and Exceptions began with the CEBS Group, Group B, the European Union and the USA emphasising on the need to look at other avenues to implement L and E without going for a legally binding international instrument. Some of the solutions provided included strengthening existing national legislations, existing solutions within the framework of the existing international treaties, exchange of best practices, and capacity building for countries to implement L&E’s in their national legislations.

Ghana on behalf of the African Group stated that there was a need to provide mutual benefit between those who generate and those who use creative works. Ghana also highlighted the issues with cross border access and sharing of copyrighted materials which is becoming increasingly difficult for libraries, archives, museums and research institutions to access. Ghana highlighted the need for a strong support in development of a legal instrument on Limitations and Exceptions, for libraries, archives, museums and for persons with disabilities other than blindness. South Africa in their statement also highlighted the benefit L&E’s would provide to both creators and users, and the cross border transfer of data. And extended their support to the statement of Ghana and work towards an international instrument whether model law, joint recommendation or a treaty.

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WIPO SCCR 43: Notes from Day 1

shweta — 2023-04-28T12:01:31Z

Member states delivered opening statements and deliberated on the progress, substantive provisions, and method of work on the draft broadcasting treaty text. This blog post summarises positions and contentions that supported: 1)The need for balance between rights of broadcasters and that of users and researchers 2) Questions around fixation and signal piracy 3) Need for consensus and towards a diplomatic conference

Opening Statements by Group Coordinators

Uruguay on behalf of the GRULAC spoke about the Marrakesh treaty and highlighted how this was the first treaty that looked at human rights and copyright. Uruguay also mentioned the need to look at exclusion and the need for dissemination of knowledge.

On behalf of the Baltic states, Poland expressed their interest in discussing the Limitations and Exceptions (L&E) agenda, with focus on persons with other disabilities, as well as conveyed their interest in examining the T oolkit on Preservation.

The African group coordinator Ghana, highlighted the need to look at the contribution to Sustainable Development Goals, they also showed support for Senegal and Congo on their work on artist copyright and resale rights.

Singapore made the statements on behalf of the Asia and the Pacific Group (APG) group coordinator Indonesia, they commented on the need to work towards a fair and balanced broadcast treaty, and to narrow existing gaps which would require a delicate balance. They also stated that the treaty needs to be comprehensive and inclusive, with limitations and expectations for Libraries, Archives and Museums and areas of cultural importance, as well as access to broadcast content for education and research.

Agenda Item 5: Protection of Broadcasting Organisations

The need for Balance between rights of broadcasters and that of users and researchers

China, Ghana, Colombia, Saudi Arabia, Iran, in their statements highlighted the need for balance between the rights of the broadcasters with suitable limitations and exceptions. Iran in their statements also highlighted the work of libraries, archives and museums in education. Iran also highlighted that different parameters for Limitations and Exceptions in member states' national legislations has the potential to cause barriers in the free flow of data for researchers and educators.

Colombia spoke about their concerns regarding the fixation rights laid out in the treaty and the working of limitations and exceptions under Article 11. Colombia stated that the use of the term “may” in Article 11 could result in countries ignoring the limitations and exceptions provisions when they adopt this treaty into their national legislations. They suggested the changing of the wording in Article 11 from “may” to “shall” to reflect a balanced and progressive treaty.

Nigeria in their statement highlighted the difficulties that were faced by students and educators during Covid 19, when schools and libraries were closed. They also shed light on how limitations and exceptions were not granted uniformly.

Pakistan also emphasised on the need to look at the interests of educators, and supported the inclusion of mandatory limitations and exceptions while protecting the rights of the creators.

Questions around fixation and signal piracy

The Central European and Baltic States Group (CEBS) group, The United Kingdom (UK) , Canada, Tajikistan and The United States of America and Japan in their statements mentioned the need to protect broadcasters especially with respect to stopping piracy. The CEBS group stated that in the era of rapidly evolving technologies and changing digital environments there was a need to extend international protection against piracy to different types of transmissions of broadcasting organizations, including those over computer networks. Similarly, the United Kingdom also highlighted the rapid advancements in technology, which enables signal piracy through redirecting. The UK stated that Article 7 of the draft treaty did not provide sufficient protection, an issue that needed more deliberations.

Need for consensus and progress towards a diplomatic conference

Pakistan, China, Kingdom of Eswatini, The African Regional Intellectual Property Organization (ARIPO) in their statements mentioned that they were looking forward to a diplomatic conference. Pakistan highlighted the need for open and inclusive negotiation in the diplomatic conference.

India expressed that the scope of protection in the revised draft is more comprehensive and in line with technological developments. The definition of the term broadcasting has also been made more comprehensive with the inclusion of the word “any means”. The definition provided for fixation has been provided along with the rights of fixation under Article 7, which may be the most relevant steps to prevent unauthorised exploitation by a third party to the values represented by the signal. India also stated that the treaty is capable of covering piracy in the digital environment and includes broadcasting of all types of broadcast. India also stated that they support the finalisation of the treaty, maintaining the interest of all member states on fundamental issues.

Presentation by the Chair and Vice Chair

On Article 11 the Chair stated that the list could be made clearer, and also clarified that the list is not a closed list. With respect to the works in the public domain the Chair clarified that the broadcasting and distributing of works in public domain, only the work carrying the signal will be under the treaty.
With regard to the scope of fixation the Chair clarified that the scope of fixation is only for the entity emitting the signal. The focus of the treaty is to limit the rights to signal based rights.

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CIS Statement in WIPO SCCR 43

Shweta Mohandas and Anubha Sinha — 2023-03-28T14:12:21Z

Shweta Mohandas delivered a statement on behalf of CIS, on day 1 of the 43rd WIPO SCCR session on the Broadcast Treaty.

Thank you, Mr. Chair.

I’m speaking on behalf of the Centre for Internet and Society, India.

The second revised draft text for the WIPO Broadcasting Organisations Treaty presents certain concerns.

The absence of a provision on term allows perpetual rights to both traditional broadcasters and streamers. Further, the provision on limitations and exceptions is narrow, and not mandatory. It undermines the existence of open-licensing models on the internet. In the absence of a strong mandatory limitations and exceptions provision, the text gives broadcasters rights over openly-licensed content and works in the public domain.

Thank you.

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