Documents de treball / Informes (Biblioteconomia, Documentació i Comunicació Audiovisual)

URI permanent per a aquesta col·leccióhttps://hdl.handle.net/2445/10351

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Google Scholar: SEO académico y curación de contenidos. Una guía para autores
(DigiDoc Research Group. Pompeu Fabra University, 2022-11) Lopezosa, Carlos; Codina, Lluís; Rovira, Cristòfol
En esta guía de Google Scholar para autores nos proponemos ayudar a profesores e investigadores que hayan decidido activar su perfil público en esta base de datos a hacer el mejor uso posible de esta herramienta. En este trabajo, nos ponemos del lado de los autores, en especial a los autores noveles y nos proponemos ayudarles de dos formas principales. Primero, mostrando de qué modo pueden optimizar las posibilidades de Google Scholar para difundir su trabajo y, en esta vía, mejorar su perfil académico, y segundo, mostrando las posibilidades de su búsqueda avanzada y de la programación de alertas.
Criterios para el uso transparente, ético y responsable de la inteligencia artificial en publicaciones científicas (criteria)
(Observatorio de Cibermedios. Grupo de investigación DigiDoc. Universitat Pompeu Fabra, 2026-05) Codina, Lluís; Freixa Font, Pere; Peña, Simón; Lopezosa, Carlos
CRITERIA propone un marco de referencia para orientar a las revistas científicas en la elaboración de políticas sobre el uso transparente, ético y responsable de la inteligencia artificial en la investigación y en la publicación académica. El documento parte de una premisa doble: por un lado, la IA puede aportar eficiencia y apoyo en tareas de ideación, diseño, análisis, síntesis y mejora textual; por otro, puede introducir riesgos graves para la integridad científica, entre ellos plagio, referencias inventadas, datos fabricados, errores factuales, sesgos y erosión del pensamiento crítico. La propuesta se articula en torno a cinco puntos cardinales: la IA no puede ser acreditada como autora, la responsabilidad recae íntegramente en las personas autoras, todo uso de IA exige supervisión crítica humana, el manuscrito debe conservar la voz y la unidad de estilo del autor, y los usos sustanciales deben declararse con transparencia y trazabilidad. Sobre esta base, CRITERIA distingue entre usos permitidos con declaración obligatoria, usos instrumentales no declarables y usos no permitidos, subrayando que la declaración no legitima prácticas contrarias a la integridad académica. Además, ofrece criterios operativos para declarar usos sustanciales, aplicar un test de sustancialidad y evitar la fatiga y el estigma de declaración.
Informe Scimago media rankings 2026. reputación web de televisiones y medios de comunicación internacionales
(Observatorio de Cibermedios. Grupo de investigación DigiDoc. Universitat Pompeu Fabra, 2026-04) Bajaña-Cedeño, Diana; Freixa Font, Pere; Lopezosa, Carlos; Codina, Lluís
El presente informe analiza la reputación digital de los principales medios de comunicación de los países miembros de la Organización para la Cooperación y el Desarrollo Económicos (OCDE). El análisis se basa en los indicadores de los Scimago Media Ranking (SMR) correspondientes a la edición de verano de 2025. Estos rankings, elaborados por el Scimago Research Group, evalúan la autoridad digital y la visibilidad de los medios mediante métricas que consideran el impacto informativo, la reputación y el alcance global del medio en las plataformas digitales. Este estudio desarrolla un análisis comparativo de los 50 medios con mejor desempeño en las categorías All Media y Television Media. Asimismo, incluye los 10 medios mejor posicionados en los 38 países que conforman la OCDE, representativos tanto de Europa como de Latinoamérica. Este corpus permite el análisis de un conjunto amplio y diverso de casos, con 362 medios en la categoría All Media y 199 en Television Media. Los resultados muestran la influencia de los medios con alta reputación digital en la configuración del discurso global y ponen de relieve la potencialidad de utilizar el SMR como instrumento de investigación en los campos de la comunicación.
Work Package 2 – Summary Report
(Universitat de Barcelona, 2025-12-23) Boté-Vericad, Juan-José; Mandl, Thomas; Khattab, Džejla; Dombrovská, Michaela; Petr-Balog, Kornelija; Badurina, Boris; Cupar, Drahomira; Hajdarpašić, Lejla ; Dragija Ivanović, Martina; Kolarić, Alica; Dreisiebner, Stefan
This report presents the final results of Work Package 2 (WP2) – Developing Gender-Inclusive Teaching Innovations in Library and Information Sciences – within the GEDIS project (Gender Diversity in Information Science: Challenges in Higher Education). WP2 provides both the analytical foundations and the pedagogical infrastructure needed to integrate gender perspectives systematically into Library and Information Science (LIS) education across several European universities. The work package combines a comprehensive analysis of existing LIS curricula, a consensus-building process with international experts, staff training activities, and student-centred innovation. WP2 delivers five main results: (1) a Comprehensive Curriculum Analysis Report, documenting how gender is currently addressed in LIS programmes and where gaps remain; (2) a Consensus Document on Innovative Teaching Strategies, realised as the white paper Embedding Gender Perspectives in Information Science Education: Barriers, Opportunities, and Pathways for Change; (3) Prototype Teaching Methods, Tools, and Materials, organised into twelve prototype teaching packages based on 91 student-created and 153 staff-created multilingual Open Educational Resources (OER); (4) a Detailed Implementation and Evaluation Plan for piloting gender-inclusive teaching strategies; and (5) Gender-Inclusive Educational Frameworks that structure these innovations into coherent curricular pathways. The report shows how these outputs contribute to the overall objectives of GEDIS, support the design of professors’ and librarians’ toolkits, and prepare the ground for piloting in subsequent work packages. It also reflects on lessons learned regarding multilingual co-creation of OER, curriculum reform and sustainable integration of gender perspectives in LIS teaching.
Gender-Inclusive Educational Frameworks for LIS Curricula
(Universitat de Barcelona, 2025-12-23) Boté-Vericad, Juan-José; Mandl, Thomas; Khattab, Džejla; Dombrovská, Michaela; Petr-Balog, Kornelija; Dreisiebner, Stefan
This report presents WP2 Result 5 of the GEDIS project (Gender Diversity in Information Science: Challenges in Higher Education): a set of gender-inclusive educational frameworks for Library and Information Science (LIS) curricula. Building on the Comprehensive Curriculum Analysis Report, the Consensus Document on Innovative Teaching Strategies and the prototype teaching packages developed in WP2, the report proposes three interrelated frameworks that show how gender perspectives can be embedded systematically across LIS programmes. Framework A (Gender-Inclusive Foundations of LIS) targets core and introductory courses, ensuring that all students engage with key concepts related to gender, equality and diversity in information environments. Framework B (Data, AI and Gender in Information Science) focuses on data, algorithms and artificial intelligence, highlighting gendered biases, gaps and power relations in contemporary digital infrastructures. Framework C (Media, Disinformation and Gender in Information Environments) addresses media and information literacies, disinformation and hate speech, emphasising how gender and intersectionality shape information flows and narratives. Each framework is linked to multilingual Open Educational Resources (OER) and prototype teaching packages co-created by staff and students within WP2, including materials developed during the ESSISGEN Summer School in Barcelona. The report describes the pedagogical rationale, suggested course links and implementation options for Bachelor’s and Master’s programmes, as well as for staff development. The frameworks are designed to be modular and adaptable, supporting both incremental course-level changes and broader curriculum reform. They will be further piloted and refined in subsequent GEDIS work packages and integrated into professors’ and librarians’ toolkits, providing a transferable model for advancing gender equality in LIS education.
Detailed Implementation and Evaluation Plan for Gender-Inclusive Teaching Strategies in Librarianship and Information Science (LIS)
(Universitat de Barcelona, 2025-11-25) Boté-Vericad, Juan-José; Mandl, Thomas; Khattab, Džejla; Dombrovská, Michaela; Petr-Balog, Kornelija; Dreisiebner, Stefan
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.
Prototype Teaching Methods, Tools and Materials
(Universitat de Barcelona, 2025-11-30) Boté-Vericad, Juan-José; Mandl, Thomas; Khattab, Džejla; Dombrovská, Michaela; Petr-Balog, Kornelija; Dreisiebner, Stefan
This report presents Result 3 of Work Package 2 of the Erasmus+ project “Gender Diversity in Information Science (GEDIS)”. It documents a coherent set of prototype teaching packages built around multilingual Open Educational Resources (OER) that address gender-related gaps identified in information science curricula across partner institutions. The prototypes were co-created with students and staff during the first GEDIS Summer School and related training activities, and are designed to support the integration of gender perspectives into teaching and learning in Library and Information Science (LIS) and adjacent fields. The teaching packages cover themes such as women in science and engineering in the EU, algorithmic bias and AI, open data and transparency, user experience and human–computer interaction, hate speech and mis/disinformation, gaming cultures, and the use of generative AI in education. Each package includes a thematic overview, learning outcomes, suggested activities, assessment ideas, and links to the corresponding OER in up to eight languages, making the materials adaptable to diverse institutional and linguistic contexts. The resources are intended for LIS educators, academic librarians, gender studies lecturers and trainers in digital literacy, and are ready to be piloted in formal courses, workshops and outreach activities. They will be further refined in future GEDIS actions (including the Summer School in Opava and professional development activities with librarians) and will form the basis of the students’, professors’ and librarians’ toolkits to be developed under WP6.
European Summer School in Information Science & Gender Barcelona: Open Educational Resources Report
(Universitat de Barcelona, 2025-10-25) Boté-Vericad, Juan-José
This report reflects the work undertaken by international students from the GEDIS project consortium who attended the European Summer School on Information Science and Gender (ESSISGEN) in Barcelona, held in September 2025. The preparation of this report reflects collaboration among students from different countries and cultures. All Open Educational Resources (OER) are first produced in one of the consortium’s languages, with derivative and translated versions prepared thereafter. The represented languages are Bosnian, Catalan, Croatian, Czech, English, German, and Spanish. Students first created an OER with colleagues from their own institution and later developed another with international peers. Consequently, the initial OERs were typically produced in one of the consortium’s languages, whereas the collaborative OERs with Summer School colleagues were prepared first in English as the common working language.
Embedding Gender Perspectives in Information Science Education: Barriers, Opportunities, and Pathways for Change —White Paper
(Universitat de Barcelona, 2025-08-31) Boté-Vericad, Juan-José; Kolarić, Alica; Villarroya Planas, Ana; Cupar, Drahomira; Khattab, Džejla; Knappitsch, Eithne; Petr Balog, Kornelija; Hajdarpašić, Lejla; Dragija Ivanović, Martina; Dombrovská, Michaela; Dreisiebner, Stefan; Mandl, Thomas
This white paper presents the findings of a cross-national survey conducted across seven European universities within the GEDIS project. The study explores the barriers and opportunities perceived by teaching staff when integrating gender perspectives into Information Science education. Results highlight a persistent lack of training opportunities as the most pressing obstacle, alongside challenges such as limited institutional recognition, scarce resources, and difficulties in balancing authorship within disciplinary bibliographies. Cultural and procedural issues, including restrictive strategies and the considerable time required for meaningful integration, were also reported. Based on these findings, the white paper outlines pathways for change, emphasising the need for institutional support, capacity-building, and inclusive curricular practices. The recommendations are designed to inform higher education institutions, policymakers, and academic networks seeking to mainstream gender perspectives in teaching and learning.
Advancing Gender Inclusivity in Teaching Plans: Findings and Recommendations from Eight European Universities —White Paper
(Universitat de Barcelona, 2025-08-11) Boté-Vericad, Juan-José; Kolarić, Alica; Villarroya Planas, Ana; Koçlu, Burcu; Frick, Claudia; Fuentes Moreno, Concha; Cupar, Drahomira; Khattab, Džejla; Petr Balog, Kornelija; Fedele, Maddalena; Dragija Ivanović, Martina; Dombrovská, Michaela; Hajdarpašić, Lejla; Sánchez, Lydia; Dreisiebner, Stefan; Ratzesberger, Stefanie Laura; Mandl, Thomas; Džoić, Zrinka
This white paper presents the results of a comprehensive analysis of teaching plans from eight European universities, focusing on the integration of gender perspectives in curricula. Conducted within the framework of the GEDIS project (Gender Diversity in Information Science: Challenges in Higher Education), the study employed a standardised rubric to evaluate course documentation across disciplines. Key findings highlight persistent gaps in the inclusion of gender-related content, diversity policies, and inclusive pedagogical practices, alongside examples of good practice. The paper concludes with evidence-based recommendations aimed at enhancing gender inclusivity in higher education curricula. This resource is intended for academics, librarians, curriculum designers, and quality assurance teams seeking to promote equity and diversity in teaching and learning environments.
GEDIS Technical Report: Website Usage and Zenodo Performance (Q1-2025)
(Universitat de Barcelona, 2025-05-12) Boté-Vericad, Juan-José
This technical report presents the first integrated analysis of web usage and Open Educational Resource (OER) dissemination within the framework of the Erasmus+ project GEDIS – Gender Diversity in Information Science: Challenges in Higher Education. The document includes web analytics data collected through Google Analytics 4 (January–March 2025) and usage metrics from Zenodo (March–May 2025). It covers website traffic sources, geographic reach, device and browser preferences, and engagement by content section. The report also offers insights into the visibility and performance of multilingual OERs published by GEDIS, with comparative data on views and downloads. All data are anonymised and fully compliant with GDPR. The report is intended to support internal monitoring, communication strategy, and transparency in open science dissemination.
Metodología de la Investigación Cualitativa
(Universitat de Barcelona, 2026) Boté-Vericad, Juan-José
Presentación sobre investigación cualitativa. La investigación cualitativa se emplea en múltiples campos, incluido en aquellos que tradicionalmente son cuantitativos. Es una forma de investigación en la cuál se interpreta y se da sentido a las experiencias de personas para entender la realidad social.
Escenas series TV. Kit Educativo: Educación afectivo-sexual a través de materiales audiovisuales
(Universitat de Barcelona, 2024-10) Projecte Transgelit
Escenes de sèries de televisió pensades per treballar assumptes de sexualitats i gènere a l'aula. Aquesta selecció d'escenes forma part del Kit Educatiu "Educación afectivo-sexual a través de materiales audiovisuales". El Kit té com a objectiu aconseguir que, a través de la pràctica i la reflexió, les persones participants poden aprofundir els aspectes de gènere i sexualitats des de una perspectiva crítica.
Cuestionario Media4TEACH
(Universitat de Barcelona, 2023) Sánchez, Lydia; Ambròs, Alba; Barriga, Elvira; Bellatti, Ilaria; Faure Carvallo, Adrien; Franganillo, Jorge; Fuentes Moreno, Concha; Hurtado Torres, Daniel; López Gonzàlez, Hibai; Sabido-Codina, Judit; Sáez Rosenkranz, Isidora; Villanueva Baselga, Sergio
Media4TEACH tiene como objetivo principal determinar la relación entre la dieta mediática, la alfabeticación mediática y la capacidad de pensamiento crítico en futuros profesores dde secundaria. Si aceptas participar en este estudio, puedes participar en la compleción del siguiente uestionario donde te preguntaremos datos sociodemográficos generales, tus hábitos de consumo mediático, tu relación con los medios, tus competencias mediáticas e informacionales, tus valores sociales y harás una pequeña prueba de detección de desinformación.
Dones de categoria: anàlisi del biaix de gènere a les categories de Viquipèdia
(Universitat de Barcelona. Centre de Recerca en Informació, Comunicació i Cultura, Comunicació i Cultura (CRICC), 2024-03-01) Ferran Ferrer, Núria; Centelles Velilla, Miquel; Maciá Martínez, Yessica; Boté-Vericad, Juan-José; Minguillón, Julià
Digital education appraisal and quality perception by students, teachers and trainers at the partner Higher Education Institutions (HEI) during the COVID-19 crisis
(ERASMUS+ Project DECriS, 2022-11-23) Boté-Vericad, Juan-José; Argudo Plans, Sílvia; Urbano, Cristóbal
This research forms part of the Erasmus+ project Digital Education for Crisis Situations: Times when there is no alternative (DECriS). The project is focused on innovative digital practices implemented in Higher Education Institutions (HEI) in the field of Library and Information Science (LIS), their relationship to Digital Education (DE) in general, and the adoption of Open Education Resources (OER) in any learning situation, but especially in crisis situations such as the COVID-19 pandemic. The present report belongs to the Project’s Intellectual Output 2: “Digital Education appraisal and quality perception by students, teachers and trainers at the partner HEI during the COVID-19 crisis”. The aim of this output is to gain insights into the students’ and teachers’ attitudes towards DE and educational resources, in general, and towards canonical OER, in particular, mainly during the COVID-19 crisis and in contrast with their pre-pandemic experiences. A total of 39 interviews with teachers and 10 focus groups with students were conducted in the LIS centres of the five institutions that are project partners. For each partner, a report is presented with the results of the analysis of the teachers’ and students’ transcripts separately, structured in seven blocks: Context, attitudes and expectations; Adaptations; Problems; Advantages; Lessons learned; Good Practices; and Improvements.
Ciencia abierta en España 2023: informe de situación y análisis de la percepción
(2023-07-17) Abadal, Ernest; Abad García, María Francisca; Anglada i de Ferrer, Lluís M.; Boté-Vericad, Juan-José; Esteve, Asunción; González-Teruel, Aurora; Labastida i Juan, Ignasi, 1970-; López-Borrull, Alexandre; Ollé i Castellà, Candela; Melero Melero, Remedios; Rodríguez-Gairín, Josep-Manuel; Santos-Hermosa, Gema
Durante el período 2019-2022, en el marco del proyecto Ciencia abierta en España (RTI2018-094360-B-I00), nuestro grupo de investigación ha analizado la percepción de la ciencia abierta y de sus elementos componentes (acceso abierto, datos abiertos, revisión abierta, modelos de evaluación) por parte de los agentes implicados en el sistema de investigación (autores, editores de revistas, vicerrectores y profesionales de bibliotecas). En primer lugar, llevamos a cabo una aproximación cualitativa a la percepción de las barreras y los elementos favorecedores de la ciencia abierta mediante un conjunto de entrevistas y un grupo de discusión a dichos agentes (González- Teruel, A. et al. 2022). En total se realizaron 23 entrevistas: editores de revistas científicas universitarias (9 entrevistas), investigadores (9), vicerrectores (3), y responsables de agencias de evaluación (2) y un focus group en el cual participaron ocho profesionales de bibliotecas universitarias
Recommendations to the Spanish Government to Facilitate the Implementation of the Open Science Model in Spain
(2023-05) Abadal, Ernest; Anglada i de Ferrer, Lluís M.; Labastida i Juan, Ignasi, 1970-; Melero Melero, Remedios; Ollé i Castellà, Candela
Open science represents a paradigm shift in research activity that promises to facilitate the expansion and extension of the benefits of science to researchers, academic institutions, and society as a whole. This new research model has various components (open access to publications, research data sharing, new research assessment models, etc.) and it has been promoted at the highest level by public administrations, especially the European Commission. Yet despite this support, the development and implementation of this model has been uneven.
Recomanacions a l’administració pública per facilitar la implantació del model de ciència oberta a Espanya
(2023-05) Abadal, Ernest; Anglada i de Ferrer, Lluís M.; Labastida i Juan, Ignasi, 1970-; Melero Melero, Remedios; Ollé i Castellà, Candela
La ciència oberta suposa un canvi de paradigma en el funcionament de la investigació que facilitarà l’ampliació i l’extensió dels beneficis de la ciència al personal investigador, a les institucions acadèmiques i també a la societat. Aquest nou model de recerca té diversos components (accés obert a les publicacions, compartició de dades de recerca, nous models d’avaluació de la ciència, etc.) i ha estat impulsat al màxim nivell per part de l’administració pública, en especial, la Comissió Europea. Tot i aquest suport, es tracta d’un model amb un grau de desenvolupament i implantació desiguals.
Recomendaciones a la administración pública para facilitar la implantación del modelo de ciencia abierta en España
(2023-05) Abadal, Ernest; Anglada i de Ferrer, Lluís M.; Labastida i Juan, Ignasi, 1970-; Melero Melero, Remedios; Ollé i Castellà, Candela
La ciencia abierta supone un cambio de paradigma en el funcionamiento de la investigación que va a facilitar la ampliación y extensión de los beneficios de la ciencia al personal investigador, a las instituciones académicas y también a la sociedad. Este nuevo modelo de investigación tiene diversos componentes (acceso abierto a las publicaciones, compartición de datos de investigación, nuevos modelos de evaluación de la ciencia, etc.) y ha sido im- pulsado al máximo nivel por parte de la administración pública, en especial, la Comisión Europea. A pesar de este apoyo, se trata de un modelo con un grado de desarrollo e implantación desiguales.

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