<?xml version="1.0"?>
<feed xmlns="http://www.w3.org/2005/Atom" xml:lang="en">
		<id>https://www.scipedia.com/wd/index.php?action=history&amp;feed=atom&amp;title=Lopez-Perez_Olvera-Lobo_2019a</id>
		<title>Lopez-Perez Olvera-Lobo 2019a - Revision history</title>
		<link rel="self" type="application/atom+xml" href="https://www.scipedia.com/wd/index.php?action=history&amp;feed=atom&amp;title=Lopez-Perez_Olvera-Lobo_2019a"/>
		<link rel="alternate" type="text/html" href="https://www.scipedia.com/wd/index.php?title=Lopez-Perez_Olvera-Lobo_2019a&amp;action=history"/>
		<updated>2026-04-05T19:46:12Z</updated>
		<subtitle>Revision history for this page on the wiki</subtitle>
		<generator>MediaWiki 1.27.0-wmf.10</generator>

	<entry>
		<id>https://www.scipedia.com/wd/index.php?title=Lopez-Perez_Olvera-Lobo_2019a&amp;diff=129707&amp;oldid=prev</id>
		<title>Scipediacontent at 14:57, 17 April 2019</title>
		<link rel="alternate" type="text/html" href="https://www.scipedia.com/wd/index.php?title=Lopez-Perez_Olvera-Lobo_2019a&amp;diff=129707&amp;oldid=prev"/>
				<updated>2019-04-17T14:57:59Z</updated>
		
		<summary type="html">&lt;p&gt;&lt;/p&gt;
&lt;table class=&quot;diff diff-contentalign-left&quot; data-mw=&quot;interface&quot;&gt;
				&lt;col class='diff-marker' /&gt;
				&lt;col class='diff-content' /&gt;
				&lt;col class='diff-marker' /&gt;
				&lt;col class='diff-content' /&gt;
				&lt;tr style='vertical-align: top;' lang='en'&gt;
				&lt;td colspan='2' style=&quot;background-color: white; color:black; text-align: center;&quot;&gt;← Older revision&lt;/td&gt;
				&lt;td colspan='2' style=&quot;background-color: white; color:black; text-align: center;&quot;&gt;Revision as of 14:57, 17 April 2019&lt;/td&gt;
				&lt;/tr&gt;&lt;tr&gt;&lt;td colspan=&quot;2&quot; class=&quot;diff-lineno&quot; id=&quot;mw-diff-left-l5&quot; &gt;Line 5:&lt;/td&gt;
&lt;td colspan=&quot;2&quot; class=&quot;diff-lineno&quot;&gt;Line 5:&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;div&gt;== Texto completo ==&lt;/div&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;div&gt;== Texto completo ==&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td class='diff-marker'&gt;−&lt;/td&gt;&lt;td style=&quot;color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;div&gt;&amp;lt;pdf&amp;gt;Media:Lopez-Perez_Olvera-Lobo_2019a-67153-&lt;del class=&quot;diffchange diffchange-inline&quot;&gt;3868&lt;/del&gt;-document.pdf&amp;lt;/pdf&amp;gt;&lt;/div&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;div&gt;&amp;lt;pdf&amp;gt;Media:Lopez-Perez_Olvera-Lobo_2019a-67153-&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;1089&lt;/ins&gt;-document.pdf&amp;lt;/pdf&amp;gt;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;/td&gt;&lt;/tr&gt;

&lt;!-- diff cache key mw_drafts_scipedia-sc_mwd_:diff:version:1.11a:oldid:129696:newid:129707 --&gt;
&lt;/table&gt;</summary>
		<author><name>Scipediacontent</name></author>	</entry>

	<entry>
		<id>https://www.scipedia.com/wd/index.php?title=Lopez-Perez_Olvera-Lobo_2019a&amp;diff=129696&amp;oldid=prev</id>
		<title>Scipediacontent at 14:51, 17 April 2019</title>
		<link rel="alternate" type="text/html" href="https://www.scipedia.com/wd/index.php?title=Lopez-Perez_Olvera-Lobo_2019a&amp;diff=129696&amp;oldid=prev"/>
				<updated>2019-04-17T14:51:38Z</updated>
		
		<summary type="html">&lt;p&gt;&lt;/p&gt;
&lt;table class=&quot;diff diff-contentalign-left&quot; data-mw=&quot;interface&quot;&gt;
				&lt;col class='diff-marker' /&gt;
				&lt;col class='diff-content' /&gt;
				&lt;col class='diff-marker' /&gt;
				&lt;col class='diff-content' /&gt;
				&lt;tr style='vertical-align: top;' lang='en'&gt;
				&lt;td colspan='2' style=&quot;background-color: white; color:black; text-align: center;&quot;&gt;← Older revision&lt;/td&gt;
				&lt;td colspan='2' style=&quot;background-color: white; color:black; text-align: center;&quot;&gt;Revision as of 14:51, 17 April 2019&lt;/td&gt;
				&lt;/tr&gt;&lt;tr&gt;&lt;td colspan=&quot;2&quot; class=&quot;diff-lineno&quot; id=&quot;mw-diff-left-l5&quot; &gt;Line 5:&lt;/td&gt;
&lt;td colspan=&quot;2&quot; class=&quot;diff-lineno&quot;&gt;Line 5:&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;div&gt;== Texto completo ==&lt;/div&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;div&gt;== Texto completo ==&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td class='diff-marker'&gt;−&lt;/td&gt;&lt;td style=&quot;color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;div&gt;&amp;lt;pdf&amp;gt;Media:&lt;del class=&quot;diffchange diffchange-inline&quot;&gt;Draft_Content_790186001&lt;/del&gt;-67153-&lt;del class=&quot;diffchange diffchange-inline&quot;&gt;5328&lt;/del&gt;-document.pdf&amp;lt;/pdf&amp;gt;&lt;/div&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;+&lt;/td&gt;&lt;td style=&quot;color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;div&gt;&amp;lt;pdf&amp;gt;Media:&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;Lopez-Perez_Olvera-Lobo_2019a&lt;/ins&gt;-67153-&lt;ins class=&quot;diffchange diffchange-inline&quot;&gt;3868&lt;/ins&gt;-document.pdf&amp;lt;/pdf&amp;gt;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;/td&gt;&lt;/tr&gt;
&lt;tr&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;/td&gt;&lt;td class='diff-marker'&gt;&amp;#160;&lt;/td&gt;&lt;td style=&quot;background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;&quot;&gt;&lt;/td&gt;&lt;/tr&gt;

&lt;!-- diff cache key mw_drafts_scipedia-sc_mwd_:diff:version:1.11a:oldid:128796:newid:129696 --&gt;
&lt;/table&gt;</summary>
		<author><name>Scipediacontent</name></author>	</entry>

	<entry>
		<id>https://www.scipedia.com/wd/index.php?title=Lopez-Perez_Olvera-Lobo_2019a&amp;diff=128796&amp;oldid=prev</id>
		<title>Scipediacontent: Scipediacontent moved page Draft Content 790186001 to Lopez-Perez Olvera-Lobo 2019a</title>
		<link rel="alternate" type="text/html" href="https://www.scipedia.com/wd/index.php?title=Lopez-Perez_Olvera-Lobo_2019a&amp;diff=128796&amp;oldid=prev"/>
				<updated>2019-04-08T13:24:05Z</updated>
		
		<summary type="html">&lt;p&gt;Scipediacontent moved page &lt;a href=&quot;/public/Draft_Content_790186001&quot; class=&quot;mw-redirect&quot; title=&quot;Draft Content 790186001&quot;&gt;Draft Content 790186001&lt;/a&gt; to &lt;a href=&quot;/public/Lopez-Perez_Olvera-Lobo_2019a&quot; title=&quot;Lopez-Perez Olvera-Lobo 2019a&quot;&gt;Lopez-Perez Olvera-Lobo 2019a&lt;/a&gt;&lt;/p&gt;
&lt;table class=&quot;diff diff-contentalign-left&quot; data-mw=&quot;interface&quot;&gt;
				&lt;tr style='vertical-align: top;' lang='en'&gt;
				&lt;td colspan='1' style=&quot;background-color: white; color:black; text-align: center;&quot;&gt;← Older revision&lt;/td&gt;
				&lt;td colspan='1' style=&quot;background-color: white; color:black; text-align: center;&quot;&gt;Revision as of 13:24, 8 April 2019&lt;/td&gt;
				&lt;/tr&gt;&lt;tr&gt;&lt;td colspan='2' style='text-align: center;' lang='en'&gt;&lt;div class=&quot;mw-diff-empty&quot;&gt;(No difference)&lt;/div&gt;
&lt;/td&gt;&lt;/tr&gt;&lt;/table&gt;</summary>
		<author><name>Scipediacontent</name></author>	</entry>

	<entry>
		<id>https://www.scipedia.com/wd/index.php?title=Lopez-Perez_Olvera-Lobo_2019a&amp;diff=128795&amp;oldid=prev</id>
		<title>Scipediacontent: Created page with &quot; == Resumen ==  Se analiza cómo la ciencia excelente usa las aplicaciones web 2.0 para fomentar la participación del público en el proceso de investigación. Se entiende pa...&quot;</title>
		<link rel="alternate" type="text/html" href="https://www.scipedia.com/wd/index.php?title=Lopez-Perez_Olvera-Lobo_2019a&amp;diff=128795&amp;oldid=prev"/>
				<updated>2019-04-08T13:24:02Z</updated>
		
		<summary type="html">&lt;p&gt;Created page with &amp;quot; == Resumen ==  Se analiza cómo la ciencia excelente usa las aplicaciones web 2.0 para fomentar la participación del público en el proceso de investigación. Se entiende pa...&amp;quot;&lt;/p&gt;
&lt;p&gt;&lt;b&gt;New page&lt;/b&gt;&lt;/p&gt;&lt;div&gt;&lt;br /&gt;
== Resumen ==&lt;br /&gt;
&lt;br /&gt;
Se analiza cómo la ciencia excelente usa las aplicaciones web 2.0 para fomentar la participación del público en el proceso de investigación. Se entiende participación desde la perspectiva de la investigación e innovación responsables, no sólo como la comunicación de los resultados científicos, sino también como la implicación de la sociedad en el desarrollo científico. Para el análisis se ha diseñado y validado una encuesta ad hoc mediante el método Delphi. La muestra de estudio está constituida por los proyectos españoles financiados por el European Research Council en 2015. Entre los resultados obtenidos destaca el reducido uso de las herramientas digitales. De hecho, sólo el 23,9% de los proyectos tiene web y menos de un 15% perfiles sociales. En cuanto a los mecanismos de participación, un limitado 3% utiliza la web 2.0 para implicar a los ciudadanos. Sobre las características de la comunicación se puede concluir que es unidireccional desde la institución-responsable del proyecto hacia la sociedad –97% de los casos– y presenta un alto nivel de especialización –en más del 80% de los casos se utiliza un lenguaje técnico y los mensajes publicados están dirigidos a expertos–.&lt;br /&gt;
&lt;br /&gt;
== Texto completo ==&lt;br /&gt;
&amp;lt;pdf&amp;gt;Media:Draft_Content_790186001-67153-5328-document.pdf&amp;lt;/pdf&amp;gt;&lt;br /&gt;
&lt;br /&gt;
&lt;br /&gt;
== Referencias ==&lt;br /&gt;
&lt;br /&gt;
Acord, Sophia-Krzys; Harley, Diane (2013). “Credit, time and personality: The human challenges to sharing scholarly”. New media &amp;amp; society, v. 15, n. 3, pp. 379-397. https://doi.org/10.1177/1461444812465140&lt;br /&gt;
&lt;br /&gt;
Bauer, Martin W.; Jensen, Pablo (2011). “The mobilization of scientists for public engagement”. Public understanding of science, v. 20, n. 1, pp. 3-11 https://doi.org/10.1177/0963662510394457&lt;br /&gt;
&lt;br /&gt;
Betsch, Cornelia; Renkewitz, Frank; Betsch, Tilmann; Ulshöfer, Corina (2010). “The influence of vaccine-critical websites on perceiving vaccination risks”. Journal of health psicology, n. 15, v. 3, pp. 446-455. https://doi.org/10.1177/1359105309353647&lt;br /&gt;
&lt;br /&gt;
Blair, Shirley; Uhl, Norman P. (1993). “Using the Delphi method to improve the curriculum”. The Canadian journal of higher education, v. 23, n. 3, pp. 107-128. http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/183175&lt;br /&gt;
&lt;br /&gt;
Bonney, Rick; Ballard, Heidi; Jordan, Rebecca; McCallie, Ellen; Phillips, Tina; Shirk, Jennifer; Wilderman, Candie C. (2009). Public participation in scientific research: Defining the field and assessing its potential for informal science education. A Caise Inquiry Group Report. Washington, D.C., EUA: Center for Advancement of Informal Science Education (Caise). http://www.birds.cornell.edu/citscitoolkit/publications/CAISE-PPSR-report-2009.pdf&lt;br /&gt;
&lt;br /&gt;
Brossard, Dominique; Scheufele, Dietram (2013). “Science, new media, and the public”. Science, v. 339, n. 6115, pp. 40-41. https://doi.org/10.1126/science.1232329&lt;br /&gt;
&lt;br /&gt;
Brown, David J. (2016). Access to scientific research. Challenges facing communications in STM. Berlin: Walter de Gruyter. ISBN: 978 3 110376 16 9 https://doi.org/10.1002/asi.23764&lt;br /&gt;
&lt;br /&gt;
Castells, Manuel (2001). La galaxia de internet. Barcelona: Areté. ISBN: 978 8 401386 06 0&lt;br /&gt;
&lt;br /&gt;
Castells, Manuel (2011). Comunicación y poder. Madrid: Alianza Editorial. ISBN: 978 84 20684 99 4&lt;br /&gt;
&lt;br /&gt;
Clayton, Mark (1997). “Delphi: a technique to harness expert opinion for critical decision-making tasks in education”. Educational psychology, n. 17, v. 4, pp. 373-386. https://doi.org/10.1080/0144341970170401&lt;br /&gt;
&lt;br /&gt;
Coleman, Stephen (2001). “The transformation of citizenship?” In: Axford, Barrie; Huggins, Richard (eds.). New media and politics. London: SAGE, pp. 109-126. ISBN: 978 0 761962007 https://doi.org/10.4135/9781446218846.n5&lt;br /&gt;
&lt;br /&gt;
Comisión Europea (2014). Responsible research and innovation — Europe’s ability to respond to societal challenges. https://ec.europa.eu/research/swafs/pdf/pub_rri/KI0214595ENC.pdf&lt;br /&gt;
&lt;br /&gt;
Comisión Europea (2015). Indicators for promoting and monitoring responsible research and innovation. http://ec.europa.eu/research/swafs/pdf/pub_rri/rri_indicators_final_version.pdf&lt;br /&gt;
&lt;br /&gt;
Comisión Europea (2018). Monitoring the evolution and benefits of responsible research and innovation. https://www.rri-tools.eu/-/morri-monitoring-the-evolution-and-benefits-of-responsible-research-and-innovation&lt;br /&gt;
&lt;br /&gt;
Flores-Vivar, Jesús-Miguel (2009). “Nuevos modelos de comunicación, perfiles y tendencias en las redes sociales”. Comunicar, v. 17, n. 33, pp. 73-81. https://doi.org/10.3916/c33-2009-02-007&lt;br /&gt;
&lt;br /&gt;
Grand, Ann; Holliman, Richard; Collins, Trevor; Adams, Anne (2016). “‘We muddle our way through’: Shared and distributed expertise in digital engagement with research”. JCOM, v. 15, n. 4, A05. https://doi.org/10.22323/2.15040205&lt;br /&gt;
&lt;br /&gt;
Ke, Quing; Ahn, Yong-Yeol; Sugimoto, Cassidy R. (2017). “A systematic identification and analysis of scientists on Twitter”. PLoS one, v. 12, n. 4. https://doi.org/10.1371/journal.pone.0175368&lt;br /&gt;
&lt;br /&gt;
Könneker, Carsten; Lugger, Beatrice (2013). “Public science 2.0 - back to the future”. Science, v. 342, n. 6154, pp. 49-50. https://doi.org/10.1126/science.1245848&lt;br /&gt;
&lt;br /&gt;
López-Goñi, Ignacio; Sánchez-Angulo, Manuel (2018). “Social networks as a tool for science communication and public engagement: focus on Twitter”. FEMS Microbiology letters, v. 365, n. 2. https://doi.org/10.1093/femsle/fnx246&lt;br /&gt;
&lt;br /&gt;
López-Pérez, Lourdes; Olvera-Lobo, María-Dolores (2018a). “Public engagement in science via web 2.0 technologies. Evaluation criteria validated using the Delphi method”. JCOM, v. 17, n. 2. https://doi.org/10.22323/2.17020208&lt;br /&gt;
&lt;br /&gt;
López-Pérez, Lourdes; Olvera-Lobo, María-Dolores (2018b). “Criterios para la evaluación de la implicación del público en la ciencia a través de la web 2.0”. En: Romero-Frías, Esteban; Bocanegra-Barbecho, Lidia (eds.). Ciencias sociales y humanidades digitales aplicadas. Casos de estudio y perspectivas críticas. Granada: Universidad de Granada; Downhill Publishing (NY), 2018. ISBN: 978 84 338 6318 8 http://digibug.ugr.es/handle/10481/54383&lt;br /&gt;
&lt;br /&gt;
Marschalek, Ilse (2017). Public engagement in responsible research and innovation. A critical reflection from the practitioner’s point of view. Wien: University of Wien. https://www.zsi.at/object/publication/4498/attach/Marschalek_Public_Engagement_in_RRI.pdf&lt;br /&gt;
&lt;br /&gt;
Meijer, Ingeborg; Mejlgaard, Niels; Woolley, Richard; Rafols, Ismael; Wroblewski, Angela (2016). “Monitoring the evolution and benefits of responsible research and innovation (MoRRI) – a preliminary framework for RRI dimensions &amp;amp;ndicators”. In: 21st Intl conf on science and technology indicators: Peripheries, frontiers and beyond. http://hdl.handle.net/10261/161892&lt;br /&gt;
&lt;br /&gt;
Middaugh, Ellen; Kahne, Joseph (2013). “Nuevos medios como herramienta para el aprendizaje cívico”. Comunicar, v. 20, n. 40, pp. 99-108. https://doi.org/10.3916/c40-2013-02-10&lt;br /&gt;
&lt;br /&gt;
Murry, John W.; Hammons, James O. (1995). “Delphi: A versatile methodology for conducting qualitative research”. The review of higher education, v. 18, n. 4, pp. 423-436. https://doi.org/10.1353/rhe.1995.0008&lt;br /&gt;
&lt;br /&gt;
Neresini, Federico; Bucchi, Massimiano (2011). “Which indicators for the new public engagement activities? An exploratory study of European research institutions”. Public understanding of science, v. 20, n. 1, pp 64-79. https://doi.org/10.1177/0963662510388363&lt;br /&gt;
&lt;br /&gt;
Osborne, Jonathan; Collins, Sue; Ratcliffe, Mary; Milar, Robin; Duschl, Rick (2003). “What ‘ideas-about-science’ should be taught in school science? A Delphi study of the expert community”. Journal of research in science teaching, v. 40, n. 7, pp. 692-720. https://doi.org/10.1002/tea.10105&lt;br /&gt;
&lt;br /&gt;
Ouariachi, Tania; Olvera-Lobo, María-Dolores; Gutiérrez-Pérez, José (2017). “Analyzing climate change communication through online games”. Science communication, v. 39, n. 1, pp. 10-44 https://doi.org/10.1177/1075547016687998&lt;br /&gt;
&lt;br /&gt;
Pacios, Ana-Reyes; Vianello-Osti, Marina; Rodríguez-Bravo, Blanca (2016). “Transparencia y acceso a la información sobre proyectos de investigación en las universidades públicas españolas”. El profesional de la información, v. 25, n. 5, pp. 721-729. https://doi.org/10.3145/epi.2016.sep.02&lt;br /&gt;
&lt;br /&gt;
Papacharisi, Zizi (2002). “The virtual sphere: The internet as a public sphere”. New media &amp;amp; society, n. 4, v. 1, pp. 9-27. https://doi.org/10.1177/14614440222226244&lt;br /&gt;
&lt;br /&gt;
Ravn, Tine; Mejlgaard, Niels (eds.) (2014). Public engagement innovation for Horizon 2020. Catalogue of PE initiatives. University of Helsinky; University of Aarhus; Vilnius University International Business School; Laboratorio di Scienze della Cittadinanza. http://www.vm.vu.lt/uploads/pdf/Public_Engagement_Innovations_H2020-2.pdf&lt;br /&gt;
&lt;br /&gt;
Rowe, Gene; Frewer, Lynn J. (2005). “A typology of public engagement mechanisms”. Science, technology &amp;amp; human values, v. 30, n. 2, pp. 251-290. https://doi.org/10.1177/0162243904271724&lt;br /&gt;
&lt;br /&gt;
Scapolo, Fabiana; Miles, Ian (2006). “Eliciting experts’ knowledge: A comparison of two methods”. Technological forecasting and social change, n. 73, v. 6 pp. 679-704. https://doi.org/10.1016/j.techfore.2006.03.001&lt;br /&gt;
&lt;br /&gt;
Seakins, Amy; Dillon, Justin (2013). “Exploring research themes in public engagement within a Natural History Museum: A modified Delphi approach”. International journal of science education, v. 3, n. 1, pp. 52-76. https://doi.org/10.1080/21548455.2012.753168&lt;br /&gt;
&lt;br /&gt;
Shuai, Xin; Pepe, Alberto; Bolen, Johan (2012). “How the scientific community reacts to newly submitted preprints: Article downloads, Twitter mentions, and citation”. PLoS one, v. 7, n. 11. https://doi.org/10.1371/journal.pone.0047523&lt;br /&gt;
&lt;br /&gt;
Smith, Kathleen S.; Simpson, Ronald D. (1995). “Validating teaching competencies for faculty members in higher education: A national study using the Delphi method”. Innovative higher education, v. 19, n. 3, pp. 223-234. https://doi.org/10.1007/bf01191221&lt;br /&gt;
&lt;br /&gt;
Weigold, Michael F.; Treise, Debbie (2004). “Attracting teen surfers to science web sites”. Public understanding of science, v. 13, n. 3, pp. 229-248. https://doi.org/10.1177/0963662504045504&lt;br /&gt;
&lt;br /&gt;
Weitze, Marc-Denis (2017). Social media and digital science communication. Analysis and recommendations for dealing with risks and opportunities in a democracy. Berlin: National Academy of Science and Engineering, German National Academy of Sciences Leopoldina and Union of the German Academies of Sciences and Humanities. ISBN: 978 3 804736320 https://www.acatech.de/wp-content/uploads/2018/03/WOM2_EN_web_final.pdf&lt;br /&gt;
&lt;br /&gt;
Wolf, Julie M. (2017). “The multipurpose tool of social media applications for scientists, science communicators and educators”. Clinical microbiology newsletter, v. 39, n. 10, pp. 75-79. https://doi.org/10.1016/j.clinmicnews.2017.04.003&lt;/div&gt;</summary>
		<author><name>Scipediacontent</name></author>	</entry>

	</feed>