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The purpose of this paper is to discuss the use of GLIFOS Social Media Manager in the “Capturing our stories” Oral History Program of Retired/Retiring Librarians. The goal of the “Capturing our stories” project is to record the life histories and disseminate and interpret these stories as lessons for other librarians. GLIFOS Social Media is a means by which the interviews are interpreted and disseminated.

The paper describes the “Capturing our stories” oral history program of retired/retiring librarians, GLIFOS Social Media software, and how GLIFOS is used to transcribe and add rich‐media capabilities to the “Capturing our stories” interviews.

GLIFOS is a useful tool for making the videos of the “Capturing our stories” program searchable, accessible, and more meaningful to viewers. It liberates video from the visual format to enable more manipulation of the data and use of the content.

The ability to search and add rich‐media capabilities to video is vital to making the vast amount of data and content in video searchable, accessible, and meaningful.

The paper describes a proprietary, wiki‐based software application (GLIFOS) for adding rich‐media capabilities to video.

ONE OF MY oldest friends in the profession of librarianship retires next month from the post he has held for the last 19 years —that of City Librarian of Westminster.

OCCASIONALLY some writer is inspired to make the declaration that reference work as understood in America does not exist in Great Britain, or, even more definitely, is not known there. We rejoice at any advance our American friends make, but our enthusiasts for American methods must not undervalue the homeland. In the pages that follow some aspects of reference work receive attention, and the inference to be drawn may be that, if we have not specialized this department of work to the extent that transatlantic libraries have done, if in some smaller places it hardly exists “as the community's study, archive department and bureau of information,” yet in our larger cities and in many lesser places much work is done.

THE idea of a central service and supplies organisation for libraries—a “Library Centre”— such as exist abroad and are described in Library Supply agencies in Europe, is like most ideas in librarianship, not a new one, even taking into account the establishment of Norway's Biblioteksentralen over 60 years ago in 1902, which at that time was called Folkeboksamlingenes Ekspedisjon. This idea, like so so much else, seems to have originated in the fertile brain of Melvil Dewey, taking its final and lasting form as the Library Bureau, established by Dewey himself in 1882.

The purpose of this paper is to explore the impact of attending a Recovery College (RC) on NHS staff attitudes towards mental health and recovery, clinical and peer interactions, and personal wellbeing.

Qualitative and quantitative data were collected via online surveys from 94 participants. Thematic analysis and descriptive statistics were used.

Themes were identified for change in attitudes towards mental health and recovery: new meanings of recovery; challenging traditional views on recovery; hope for recovery; and increased parity. The majority felt that the RC positively influenced the way they supported others. Themes relating to this were: using or sharing taught skills; increased understanding and empathy; challenging non-recovery practices; and adopting recovery practices. Responses highlighted themes surrounding impacts on personal wellbeing: connectedness; safe place; self-care; and sense of competency and morale at work. Another category labelled “Design of RC” emerged with the themes co-learning, co-production and co-facilitation, and content.

It is important to understand whether RCs are a useful resource for staff. This research suggests that RCs could help to reconcile Implementing Recovery through Organisational Change’s 10 Key Challenges and reduce staff burnout, which has implications for service provision.

This is one of the first papers to directly explore the value of RCs for staff attending as students, highlighting experiences of co-learning.

Self-harm can affect people of all ages, yet the high prevalence rate in adolescents and the potential risk factor of suicide in adults 60 years and above has meant research has tended to focus within these areas. Therefore, the purpose of this exploratory study is to examine the experiences of self-harm in people from early adulthood to late middle age to gain greater insight and understanding in this underexplored area.

An online open-ended survey was used to collect the data from a UK user-led moderated online forum that supports people who self-harm.

Thematic data analysis indicates that feelings of shame and guilt were intensified, due to the double stigma participants face as adults that self-harm. Although most participants had seen a reduction in the frequency of their self-harm many experienced an increase in the severity of harm. In not fitting the assumed typical profile of someone that self-harm participants often struggled to gain formal support.

This was a small-scale online survey; hence, it is not possible to generalise the findings to all adults who self-harm.

The findings from this research provide evidence that greater recognition needs to be given to the reality that self-harm can affect people of all ages. As a result, access to support needs to be widened as a means of supporting those who do not fit the typical profile of someone who self-harms.

This exploratory online study provides insights around the tensions and challenges facing adults that self-harm, which remains an under-researched and largely ignored area.

The gradual increase in geriatric issues and global imbalance of the ratio between patients and healthcare professionals have created a demand for intelligent systems with the least error-prone diagnosis results to be used by less medically trained persons and save clinical time. This paper aims at investigating the development of image-based colourimetric analysis. The purpose of recognising such tests is to support wider users to begin a colourimetric test to be used at homecare settings, telepathology and so on.

The concept of an automatic colourimetric assay detection is delivered by utilising two cases. Training deep learning (DL) models on thousands of images of these tests using transfer learning, this paper (1) classifies the type of the assay and (2) classifies the colourimetric results.

This paper demonstrated that the assay type can be recognised using DL techniques with 100% accuracy within a fraction of a second. Some of the advantages of the pre-trained model over the calibration-based approach are robustness, readiness and suitability to deploy for similar applications within a shorter period of time.

To the best of the authors’ knowledge, this is the first attempt to provide colourimetric assay type classification (CATC) using DL. Humans are capable to learn thousands of visual classifications in their life. Object recognition may be a trivial task for humans, due to photometric and geometric variabilities along with the high degree of intra-class variabilities, it can be a challenging task for machines. However, transforming visual knowledge into machines, as proposed, can support non-experts to better manage their health and reduce some of the burdens on experts.

This study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and evaluate the competence profile they develop in their educational proposals.

A mixed methodological approach was used to analyse 162 FTs’ ESD action competencies as proposed by UNECE. Firstly, a six-point Likert-type scale questionnaire is used to explore their self-perception of the level of acquisition of these competencies. Then, a rubric is applied to analyse the competence profile when designing educational proposals to address socio-environmental issues related to consumption and waste generation. Besides descriptive analysis, inferential statistics were used to assess the significance of the differences detected between the competencies.

FTs self-perceive a partial acquisition of ESD action competencies, in line with their competence profile. Where they recognise and show significant difficulties is in assessing learning outcomes in terms of changes and achievements. Similarly, their best perception and competence profile is achieved in the approach to contextualised situations in the students’ lives. There are also some discrepancies between their perception and their profile. In particular, FTs regard themselves as very competent in considering different dimensions and perspectives of the issues, but this is precisely where they reveal a lower competence profile.

This study applies a fully replicable rubric for the assessment of teachers’ ESD competencies when designing proposals to address socio-environmental issues. This assessment allows one to approach the sustainability competencies that they will promote in their classrooms.

The purpose of this paper is to examine how teams work and learn in Web 2.0 environments. Web 2.0 technologies enable geographically dispersed teams to work in synchronous and nonsynchronous modes of interaction in dynamic, self‐directed ways, within and across team boundaries, thereby avoiding some of the limitations of earlier generations of electronic communication.

The paper explores how Web 2.0 technologies that are user‐controlled and team‐driven allow multiple modes of communication and team member active learning. Cases and an examination of team web‐based work processes and learning outcomes are examined.

Web 2.0 functionality differs from traditional, primarily face‐to‐face modes of work and learning. Web 2.0 technologies can promote generative learning processes in which team members are open to new ideas, explore new ways of interacting, and apply their learning.

Potential outcomes are the emergence of emotional intelligence in on‐line settings, virtual communities of practice, and innovative results.

The paper offers directions for research as well as ways to lead productive virtual teams and support continuous learning, at the individual and team level.

Recovery Colleges are an innovative approach which adopt an educational paradigm and use clinician and lived experience to support students with their personal recovery. They demonstrate recovery-orientated practice and their transformative role has been evidenced within mental health services. The purpose of this study is to explore how past students understand the influence of the Recovery College on their on-going recovery journey.

An exploratory, qualitative design was used and semi-structured interviews took place with 15 participants. Data was analysed using the “framework method” and inductive processes.

All participants discussed gains made following Recovery College attendance that were sustained at one year follow-up. Three themes emerged from the data: Ethos of recovery and equality; Springboard to opportunities; and Intrapersonal changes.

This research explores students’ experiences a year after attendance. This contrasts to most research which is completed immediately post course. This study contributes to the emergent evidence base highlighting the longitudinal positive impact of Recovery Colleges. This study is of value to those interested in recovery-oriented models within mental health. Recovery Colleges are gaining traction nationally and internationally and this research highlights processes underlying this intervention which is of importance to those developing new Recovery Colleges.