Detailed implementation and evaluation plan for gender-inclusive teaching strategies in Librarianship and Information Science (LIS)

Co-funded by the European Union. The opinions and views expressed are solely those of the author(s) and do not necessarily reflect those of the European Union or the Spanish Service for the Internationalisation of Education (SEPIE). Neither the European Union nor the granting authority can be held responsible for them. GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS Detailed implementation and evaluation plan for gender-inclusive teaching strategies in Librarianship and Information Science (LIS) GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS GEDIS Gender Diversity in Information Science: Challenges in Higher Education Detailed implementation and evaluation plan for gender-inclusive teaching strategies in Librarianship and Information Science (LIS) Barcelona, 25/11/2025 Citation: Boté-Vericad, Juan-José, Thomas Mandl, Dzejla Khattab, Michaela Dombrovska, Kornelija Petr-Balog and Stefan Dreisiebner. 2025. Detailed Implementation and Evaluation Plan for Gender-Inclusive Teaching Strategies in LIS. DOI: 10.5281/zenodo.18070442. 3 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS Table of contents 1. Introduction ..................................................................................................................................... 4 2. Background and rationale ............................................................................................................. 7 3. Scope and structure of the plan ................................................................................................. 8 3.1 Implementation scenarios and pilot contexts .................................................................. 8 3.2 Step-by-step implementation guidelines ......................................................................... 9 3.3 Evaluation design and indicators ........................................................................................ 10 4. Criteria for selecting pilot sites and courses ........................................................................ 10 5. Implementation methodology ..................................................................................................... 11 Phase 1 – Preparation....................................................................................................................... 12 Phase 2 – Delivery ............................................................................................................................. 12 Phase 3 – Immediate feedback ................................................................................................... 13 Phase 4 – Follow-up and consolidation.................................................................................... 13 6. Evaluation tools and indicators.................................................................................................. 14 6.1 Process indicators .................................................................................................................... 14 6.2 Outcome indicators ................................................................................................................. 15 6.3 Tools ............................................................................................................................................. 15 7. Roles, responsibilities and sustainability ................................................................................16 8. Conclusion .......................................................................................................................................... 17 4 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS 1. Introduction This report presents the achievement of Result 4 within Work Package 2 (WP2) of the Gender Diversity in Information Science: Challenges in Higher Education (GEDIS) project: the development of a Detailed Implementation and Evaluation Plan for gender-inclusive teaching strategies in Library and Information Science (LIS) and related fields. WP2 as a whole aims to understand how gender diversity is currently addressed in partner institutions and to provide concrete, evidence-based guidance for integrating gender perspectives into teaching plans and educational practices. Earlier results in this work package have: • Mapped the current state of LIS curricula in partner countries, identifying where gender is present, where it is marginal and where it is absent (Boté-Vericad et al., 2025a — Result 1: Comprehensive Curriculum Analysis Report); • Gathered expert knowledge and shared principles on gender-inclusive teaching through tutorials, consensus-building activities and international collaboration (Boté-Vericad et al., 2025b — Result 2: Consensus Document on Innovative Teaching Strategies) and, • Designed twelve prototype teaching packages, based on multilingual Open Educational Resources (OER), which offer practical, ready-to-use gender-inclusive activities and materials (Boté-Vericad et al., 2025c — Result 3: Prototypes teaching methods, tools and materials). 5 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS These outputs provide an analytic and didactic foundation. However, to ensure that they lead to real change in classrooms and curricula, partners also need a clear, phased and realistic plan that explains how to implement these innovations and how to evaluate their effects on both gender inclusivity and student learning. This is the purpose of this report. The Implementation and Evaluation Plan documented in this report: • Translates WP2 conceptual work into step-by-step guidance for piloting gender-inclusive strategies in concrete teaching contexts (courses, Summer Schools, staff training). • Defines criteria for selecting pilot sites, so that the first implementations are both feasible and strategically relevant. • Proposes a phased methodology (preparation, delivery, immediate feedback, follow-up) that can be adapted to different institutional settings. • Sets out a mixed-methods evaluation design, specifying core questions, indicators, tools and responsibilities, while paying attention to ethical and data protection requirements. In this sense, this report (Result 4) is a pivotal link between the analytical and developmental work carried out in WP2 and the implementation and piloting activities in later work packages, especially WP4 and WP6. It ensures that the gender-inclusive teaching strategies designed in GEDIS are not limited to theoretical proposals or isolated examples, but are embedded in a structured process of experimentation, reflection and continuous improvement. 6 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS The report is structured as follows. Section 2 briefly recalls the background and rationale for the plan, situating it in relation to Results 1–3. Section 3 describes the overall scope and structure of the plan, including implementation scenarios and pilot contexts. Section 4 presents the criteria for selecting pilot sites and courses. Section 5 outlines the phased implementation methodology, from preparation to follow-up. Section 6 details the evaluation design, indicators and tools. Section 7 summarises roles, responsibilities and sustainability considerations. Section 8 concludes by reflecting on the contribution of Result 4 to the broader objectives of the project and its potential for long-term impact. In this way, the plan fulfils the original commitment of WP2 Result 4 by providing stepby-step guidelines, clear criteria for selecting pilot sites, and robust data collection methods and evaluation metrics to assess the impact of the newly developed genderinclusive teaching strategies on both gender inclusivity and learning outcomes in LIS programmes. 7 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS 2. Background and rationale The need for a detailed implementation and evaluation plan arises directly from the findings and opportunities identified in the earlier stages of WP2: • The curriculum analysis (Boté-Vericad et al., 2025a — also Result 1) showed that gender is rarely embedded in a systematic way across LIS programmes. Where it appears, it is often limited to isolated modules, optional content or individual initiatives undertaken by committed staff. • The consensus-building work (Boté-Vericad et al., 2025b — also Result 2) revealed a shared willingness among experts to move beyond ad-hoc or “add-on” approaches, towards more structural integration of gender perspectives in teaching. It also highlighted the need for accessible, practical guidance and examples that can be adapted in different national and institutional settings. • The prototype teaching packages (Boté-Vericad et al., 2025c— also Result 3) demonstrated that staff and students together can design compelling, multilingual OER that address a wide range of topics – from media and information literacy to AI bias, gaming, cultural heritage, translation, methods and more – using gender as a transversal lens. 8 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS This report responds to a key question: how can these resources and insights be brought into real courses and learning environments in a planned, evaluable and scalable way? Without an explicit implementation and evaluation plan, there is a risk that the prototypes and frameworks remain underused, or that pilot activities are carried out in a fragmented manner without a common logic of documentation and assessment. By contrast, a shared plan allows partners to: • Coordinate efforts, avoiding duplication and ensuring that pilots cover a diverse range of contexts. • Compare experiences across institutions, thanks to some common indicators and tools. • Generate robust evidence that can inform decision-making on curriculum redesign and teaching innovation. 3. Scope and structure of the plan The GEDIS Implementation and Evaluation Plan for Gender-Inclusive Teaching Strategies in LIS developed under this report covers three interrelated dimensions: 3.1 Implementation scenarios and pilot contexts The plan identifies a set of priority contexts within the consortium where genderinclusive teaching strategies can be piloted efficiently and meaningfully, including: 9 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS • Regular LIS courses at Bachelor and Master level (e.g. information literacy, user studies, digital cultures, research methods, cultural heritage, data literacy). • Intensive learning environments, in particular the Summer Schools organised by the project (ESSISGEN Barcelona, Spain and future ESSISGEN in Opava, Czech Republic). • Staff development sessions for lecturers and librarians, where some of the prototype packages can be used as training modules on gender and teaching innovation. For each context, the plan sets out how the WP2 frameworks (A, B and C) and prototype teaching packages can be selected and combined. 3.2 Step-by-step implementation guidelines The plan proposes a phased methodology (Section 5) that can be adapted to different institutional calendars and course formats. It offers practical guidance on: • Choosing suitable frameworks and prototypes based on course level, learning outcomes and available time. • Adapting OER to local languages, examples and regulatory constraints. • Clarifying roles among lecturers, librarians and students. 16 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS • Semi-structured interview or focus group guides for more in-depth cases. Each tool is accompanied by notes on ethical use, including informed consent, anonymity and data storage. 7. Roles, responsibilities and sustainability The plan clarifies how responsibilities are shared within the consortium: • The coordinating institution is responsible for providing the generic frameworks, prototype fiches, model tools and guidance, as well as for collating and synthesising cross-case findings. • Partner institutions are responsible for selecting local pilot contexts, adapting materials and tools, implementing prototypes, and collecting evaluation data according to the shared guidelines. • All partners contribute to knowledge exchange, sharing both successes and difficulties in consortium meetings and internal documentation. The plan also addresses sustainability. By documenting procedures, instruments and examples in a modular, reusable way, it makes it easier for partners to: • Continue piloting and scaling gender-inclusive teaching strategies beyond the lifetime of WP2. 17 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS • Incorporate the frameworks and prototype packages into institutional teaching innovation initiatives. • Re-use the evaluation instruments in new projects or contexts, such as further Erasmus+ collaborations or national teaching innovation programmes. 8. Conclusion This report corresponds to WP2 Result 4 has been and is fully achieved. The GEDIS consortium has produced a Detailed Implementation and Evaluation Plan that transforms the analytical insights and didactic innovations of WP2 into a practical roadmap for action. This plan: • Articulates clear implementation scenarios (regular courses, Summer Schools, staff development) in which the gender-inclusive teaching strategies can be piloted. • Offers concrete step-by-step guidelines for preparation, delivery, feedback and follow-up, balancing ambition with feasibility. • Defines a flexible but coherent evaluation framework, including guiding questions, indicators and tools that partners can adapt to their local contexts; 18 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS • Clarifies roles and responsibilities, promoting coordinated experimentation rather than isolated efforts. Beyond its immediate function within WP2, the plan plays a crucial role in the overall architecture of GEDIS. It provides the operational bridge between: • The diagnostic and design stages (curriculum analysis, consensus on strategies, creation of prototype teaching packages — Results 1–3); • The framework-building work (also Result 5) where these materials are organised into broader curriculum frameworks). • The implementation and scaling stages in later work packages such as WP4 and WP6. Combining methodological rigour with practical guidance, the implementation and evaluation plan enhances the chance that GEDIS will leave a tangible and lasting impact on LIS education through embedded, evaluated and sustainable changes in how gender is integrated into teaching and learning. Finally, as mentioned this implementation plan would also depend on some higher instances of any institution. REFERENCES Boté-Vericad, J.-J., Kolarić, A., Villarroya, A., Koçlu, B., Frick, C., Fuentes Moreno, C., Cupar, D., Khattab, D., Petr Balog, K., Fedele, M., Dragija Ivanović, M., Dombrovská, M., Hajdarpašić, L., Sánchez, L., Dreisiebner, S., Ratzesberger, S. L., Mandl, T., & Džoić, Z. (2025a). Advancing Gender Inclusivity in Teaching Plans: Findings and Recommendations from Eight European Universities — White Paper. Zenodo. https://doi.org/10.5281/zenodo.16785864 19 GEDIS - Gender Diversity in Information Science: Challenges in Higher Education Project Reference: 2024-1-ES01-KA220-HED-000246558 https://ub.edu/GEDIS Boté-Vericad, J.-J., Kolarić, A., Villarroya, A., Cupar, D., Khattab, D., Knappitsch, E., Petr Balog, K., Hajdarpašić, L., Dragija Ivanović, M., Dombrovská, M., Dreisiebner, S., & Mandl, T. (2025b). Embedding Gender Perspectives in Information Science Education: Barriers, Opportunities, and Pathways for Change —White Paper. Zenodo. https://doi.org/10.5281/zenodo.17226135 Boté-Vericad, J.-J., Mandl, T., Khattab, D., Dombrovská, M., Petr Balog, K., & Dreisiebner, S. (2025c). Prototype Teaching Methods, Tools and Materials. Zenodo. https://doi.org/10.5281/zenodo.17772605