Detailed Implementation and Evaluation Plan for Gender-Inclusive Teaching Strategies in Librarianship and Information Science (LIS)
This deliverable documents the achievement of Work Package 2 (WP2) Result 4 of the Erasmus+ project Gender Diversity in Information Science: Challenges in Higher Education (GEDIS): a Detailed Implementation and Evaluation Plan for gender-inclusive teaching strategies in Library and Information Scien...
| Autores: | , , , , , |
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| Tipo de recurso: | informe técnico |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:2445/227131 |
| Acceso en línea: | https://hdl.handle.net/2445/227131 https://doi.org/10.5281/zenodo.18070441 |
| Access Level: | acceso abierto |
| Palabra clave: | Estudis de gènere Ciències de la informació Gender studies Information science |
| Sumario: | This deliverable documents the achievement of Work Package 2 (WP2) Result 4 of the Erasmus+ project Gender Diversity in Information Science: Challenges in Higher Education (GEDIS): a Detailed Implementation and Evaluation Plan for gender-inclusive teaching strategies in Library and Information Science (LIS) and related fields. Building on WP2 Results 1–3 (curriculum mapping, expert consensus, and twelve prototype teaching packages grounded in multilingual Open Educational Resources), the report provides a structured pathway for translating conceptual and didactic outputs into classroom practice and generating comparable evidence across partner institutions. The plan defines three complementary implementation scenarios—regular Bachelor and Master courses, intensive learning environments (especially ESSISGEN Summer Schools), and staff development for lecturers and librarians—and offers step-by-step guidance for selecting, localising, and documenting gender-inclusive activities. A four-phase methodology (preparation, delivery, immediate feedback, and follow-up/consolidation) supports pilots of varying duration and institutional constraints. The evaluation model adopts a mixed-methods approach, distinguishing process indicators (extent, reach, and diversity of pilots) from outcome indicators (changes in awareness, perceived relevance, evidence in student outputs, and curriculum adjustments). Standardised yet adaptable tools (questionnaires, reflection templates, observation checklists, and interview/focus group guides) are provided, with explicit attention to ethics, informed consent, GDPR compliance, and data stewardship. By clarifying selection criteria, responsibilities, and sustainability mechanisms, the deliverable functions as an operational bridge from WP2 design work to subsequent piloting and scaling activities, especially in WP4 and WP6, strengthening the likelihood of durable curricular and pedagogical change. |
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