Nuria Castañeda, Javier Baena, Martín Julio García Natale, Concepción Torres

“Literatura gris” como herramienta formativa de calidad: la experiencia del Boletín de Arqueología Experimental

Introduction

“literatura gris” como herramienta formativa de calidad: la experiencia del boletín de arqueología experimental. Se analiza la "literatura gris" como herramienta formativa de calidad, usando el Boletín de Arqueología Experimental. Destaca su valor académico, iniciación a la publicación y desarrollo estudiantil.

Abstract

El artículo examina la manera en que, a pesar de su valor académico y formativo, la llamada "literatura gris" ha sido marginada debido a la presión por publicar en inglés y en revistas de gran impacto. Sostiene que estas publicaciones, ya sean docentes o locales, contribuyen a la divulgación y al aprendizaje de investigaciones específicas. Por medio del Boletín de Arqueología Experimental, se muestra cómo los trabajos realizados por los estudiantes pueden transformarse en una herramienta educativa de alta calidad. Este boletín promueve la iniciación en la publicación científica y el desarrollo continuo de los estudiantes. Por lo tanto, la “literatura gris” se revaloriza como un recurso esencial para aprender y generar conocimiento.

Review

This article, "Literatura gris" como herramienta formativa de calidad: la experiencia del Boletín de Arqueología Experimental, addresses a timely and critical issue within contemporary academia: the marginalization of "grey literature." The authors effectively articulate how the prevailing pressure to publish in English and in high-impact journals has overshadowed the inherent academic and formative value of these often pedagogical or local publications. Using the *Boletín de Arqueología Experimental* as a compelling case study, the paper argues for a re-evaluation, positioning grey literature as an essential resource for learning and knowledge generation, particularly for students. A significant strength of this contribution lies in its clear and direct challenge to current publication paradigms, advocating for a broader understanding of academic impact and quality. The *Boletín de Arqueología Experimental* serves as an excellent illustration of how student-produced work can be effectively transformed into high-quality educational tools. The abstract highlights the bulletin's role in fostering an early initiation into scientific publishing and promoting the continuous professional development of students. This practical demonstration strongly supports the paper's central thesis that such publications contribute significantly to the dissemination of specific research and the learning process, thereby enriching the academic landscape beyond traditional metrics. Overall, this article presents a compelling and well-articulated argument for the revalorization of grey literature within the academic ecosystem. Its insights are particularly relevant for institutions grappling with how to effectively train the next generation of researchers while navigating competitive publication environments. By showcasing a successful model, the paper not only critiques existing pressures but also offers a constructive path forward, encouraging a more inclusive perspective on scholarly output. This valuable contribution merits serious consideration and is highly recommended for publication, as it offers a vital discussion for educators, researchers, and policymakers alike.

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