Internationally, digital teaching aids are increasingly being used in schools, and in Norwegian schools schoolbooks are increasingly being replaced by digital knowledge platforms. Store Norske Leksikon (SNL) is, together with Wikipedia, the most used encyclopaedia in Norway. SNL itself refers to 3.4 million users a month, and 600,000 read articles every day (Store norske leksikon, 2023). Wikipedia's own statistics pages show 5 million users (Wikimedia, Unique devices), and respectively 50 million page views per month on the Norwegian version (Wikimedia, Unique devices) and around 28 million monthly page views from Norway on the English-language Wikipedia (Wikimedia, Total page views). Converted, there will then be 2.6 million page views per day. SNL has the Norwegian universities on the ownership side (among others), and has school pupils and students as a stated primary target group (Store norske leksikon, Store norske skole). Wikipedia is often the preferred encyclopaedia for students (Blikstad-Balas & Høgenes, 2014). The encyclopaedia’s presence as a knowledge supplier to the Norwegian school makes it an important arena for ideological and political battle. However, little is known about how ideological battles take place in the construction of knowledge in different encyclopaedias, and they are also differently regulated.

Henriksen (1994) points out that encyclopaedias can have different social roles and shows what the role can mean for the content. When Henriksen systematizes these roles, both SNL and Wikipedia fit into the role of conversation encyclopaedia with a basic idea of ​​informing the public.

The guidelines for what is considered valid knowledge, and therefore what knowledge can be presented, are different for the two encyclopedias. SNL is editorially driven (Store norske leksikon, Om Store norske leksikon), and "... runs a digital knowledge base for the publication of lexical content that is signed and edited by professionals. What we publish must be quality-assured with regard to professional accuracy, source criticism, pedagogy and ease of dissemination" (Store norske leksikon, Foreningen Store norske leksikon). The editors determine the editorial principles and priorities according to which SNL is run (Store norske leksikon, Om Store norske leksikon),). The knowledge in the encyclopedia is created by the editors choosing subject managers, and the subject managers update, manage and write new articles. It is also open for other registered users to submit contributions in the form of comments, articles, proposals for changes, pictures and more (Store norske leksikon, Regler for registrering og publisering), but new content must be approved by the editors. One can therefore say that SNL also fits what Henriksen (1994) calls "the role of professional milieu's mouthpiece". It is typical for this type of encyclopedia that experts are invited in as representatives of their professional traditions and disciplines, and describe what they themselves see as the most important aspects of the subject.

Wikipedia sees itself as a democratic project, where everyone can contribute, and where everyone should have free access to knowledge (Wikipedia, Wikipedia:Purpose). To achieve this objective, Wikipedia is managed according to a set of guidelines and recommendations based on the five pillars (Wikipedia, Wikipedia:Fem søyler). Examples of these are the guideline for neutral point of view, the guideline for verifiable accuracy and the guideline for citing reliable, authoritative sources, all of which help to regulate what is valid knowledge on Wikipedia. 

On one hand, we have an encyclopedia where everyone can be heard and contribute their knowledge. On the other hand, we have an encyclopedia where an employed editor selects those who will be allowed to speak, typically these are representatives from professional environments at universities and colleges. Comparative studies have previously been carried out on which of these models is "best" based on a set of normative quality criteria for what an article should contain, the results have in part been divided.

The study is based on comparative analyzis of two different topics. The first topic is the Annexation of Crimea by the Russian Federation in 2014, and the second topic is gender and identity. The study uses critical discourse analysis as a method and analytic tool. Central elements in the critical discourse analysis are how language affects how the social and materialistic world is shaped. My starting point is that the power struggle is shaped on a linguistic level. Critical discourse analysis lies within a social constructivist paradigm, and a premise is that knowledge is not just a reflection of reality. Knowledge is a discursive construction, and different scientific regimes define what is valid and invalid. This study therefore does not look at the "quality of knowledge" as an encyclopedic quality that is worth investigating, but rather what knowledge is selected in the articles on Wikipedia and SNL when the topic is controversial politically and ideologically. The analyzes will follow Norman Fairclough's three dimensional model (2008). At the innermost level, the articles are analyzed at word and sentence level. On the second level, the discursive practice, the process surrounding text production is analyzed as it appears in the articles' history logs. The results of these analyzes show how Wikipedia's guidelines for neutral point of view, the guideline for verifiable accuracy and the guideline for citing reliable, authoritative sources are recontextualized (Bernstein, 2000), and can show whether there is potential for actors to take control of this room for action. The third level in the model – social practice – looks at the relationship between discourse, power and ideology. Research question Given that these two platforms are central knowledge providers in schools and for students, and that they are differently regulated with regard to which voices have access to promote knowledge, this study aims to look more closely at how knowledge is constructed on the two platforms. Also, with particular attention to what happens to the knowledge when it is controversial, and several people want to promote their view: How is perspective diversity promoted and/or inhibited in Wikipedia and SNL in topics that are ideologically controversial, and how is the content of the knowledge regulated?

Preliminary findings suggest that the recontextualization of Wikipedia's guidelines, rather than giving different actors a voice, silences their voices by emptying the knowledge of ideological content and perspectives. By emptying knowledge of ideological content and perspectives, agency, meaning and diversity of perspectives disappear. This makes the knowledge unsuitable for the school's goals of critical thinking and democratic citizenship. At SNL, the selected representatives of a professional environment can have a great influence on the knowledge that is selected in the article. If a representative is ideologically motivated, the consequence can be poorly nuanced articles that can promote a politically motivated selection of knowledge.

Bernstein, B. (2000). Pedagogy, symbolic control and identity. Maryland. Rowman & Littlefield publishers, Inc. Blikstad-Balas, M., & Høgenes, T. (2014). Wikipedias inntog på kildelista – holdninger blant lærere og elever til Wikipedia i en skolekontekst. Acta Didactica Norge, Vol. 8 Nr. 1 Art. 2. Fairclough, N. (2008). Kritisk diskursanalyse. København. Hans Reitzels Forlag. Henriksen, P. (1994). Encyklopediens rolle i samfunnet, og rollens betydning for encyklopediens utforming. LexicoNordica, 1, 63-75. http://ojs.statsbiblioteket.dk/index.php/lexn/issue/archive Store norske leksikon. (2023). Foreningen Store norske leksikon. https://meta.snl.no/Foreningen_Store_norske_leksikon Store norske leksikon. (2023). Om Store norske leksikon. https://meta.snl.no/Om_Store_norske_leksikon Store norske leksikon. (2023). Regler for registrering og publisering. https://meta.snl.no/Regler_for_registrering_og_publisering_p%C3%A5_snl.no Store norske leksikon. (2023). Store norske skole. https://meta.snl.no/Store_norske_skole. Store norske leksikon. (2023). Welcome page. https://snl.no/ Wikimedia. (2023). Total page views. https://stats.wikimedia.org/#/no.wikipedia.org/reading/total-page-views/normal|bar|2022-02-01~2023-02-01|~total|monthly Wikimedia. (2023) Unique devices. https://stats.wikimedia.org/#/no.wikipedia.org/reading/unique- devices/normal|line|2022-01-10~2023-02-01|(access-site)~mobile-site*desktop-site|monthly Wikipedia. (2020, 03.04). Wikipedia:Purpose. https://en.wikipedia.org/wiki/Wikipedia:Purpose Wikipedia. (2016, 01.11). Wikipedia:Fem søyler. https://no.wikipedia.org/wiki/Wikipedia:Fem_søyler