Published December 30, 2025
| Version v1
Report
Open
WP2 Summary Report - GEDIS Project
Authors/Creators
- 1. Universitat de Barcelona
- 2. Universität Hildesheim Fachbereich 3 Sprach- und Informationswissenschaften
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3.
University of Sarajevo
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4.
Silesian University in Opava
- 5. Faculty of Humanities and Social Sciences
- 6. Faculty of Humanities and Social Science, University of Osijek
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7.
University of Zadar
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8.
Carinthia University of Applied Sciences
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9.
University of Hildesheim
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10.
University of Graz
Description
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.
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