I used this in my credit course for a session on Wikipedia & gender. I used it mostly as is, except abbreviating the discussion questions at the beginning at the end. My class tends to be talkative so I did not have time to get through all of them. Plus, we have already spent considerably time discussing "neutrality" and online information sources, so I felt we already had a good grasp on the concept and could focus on really critically examining Wikipedia's stated policies and how they affect contributions and edits.
I combined this with work from Mike Caulfield (https://webliteracy.pressbooks.com/) on fact-checking to have a session on better understanding search algorithms, and then evaluating the results according to Caulfield's steps. I use this in First Year Seminars with classes that do not have a scholarly research component, but the instructor still wants to students to start developing more searching and evaluating skills as part of general life skills.