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While the research literature on Recovery Colleges is relatively well-established, comprehensive research concerning Recovery Education for young people is currently scarce. The purpose of paper is to provide an overview of determinants of, and barriers to, the successful implementation of youth-adapted Recovery Colleges, known as Discovery Colleges, and to explore the wider impact of Discovery Colleges and Recovery Colleges.

In consultation with a Recovery College Peer Educator, three undergraduate applied psychology students conducted a literature review with no date limits on publications in the Google Scholar and PubMed electronic databases.

A total of 15 publications were included. Determinants for successful implementation included the importance of previously established Recovery College foundations, service and content accessibility and evaluative feedback. Barriers were primarily related to differences in how development, identity and environment between adults and young people impact positive educational outcomes. The wider impact of Discovery Colleges highlighted an improvement in relationships between service users and health-care professionals, an improved attitude towards education; improvements in well-being, self-worth and social connection; and promotion of transformative learning and personal autonomy. Through this, Discovery Colleges also continue to challenge the contemporary medical model of mental health.

To the best of the authors’ knowledge, this was the first literature review conducted specifically focussing on important factors in establishing Discovery Colleges. This literature review provides an important overview for both service users and staff members in how the development and implementation of this exciting and relatively new initiative can be further explored and enhanced going forward.

The purpose of this paper is to understand and inform the development and implementation of a newly established Discovery College (a youth-focused Recovery College). It also aims to contribute to a broader understanding of the benefits and barriers to establishing Recovery Colleges.

The overall study took a mixed-methods approach to the evaluation of Discovery College, including a qualitative process evaluation component as well as a mixed-methods outcomes evaluation. This paper reports on the findings of the process evaluation, which undertook key informant interviews with a range of stakeholders in the implementation process.

A total of 16 themes emerged from the qualitative data, which were then clustered into four main areas: establishing Discovery College, organisational context, nature of Discovery College and service transformation. Implementation was reported as both feasible and effective. Initial tension between fidelity to the model and a pragmatic approach to action was negotiated during implementation and through an ability of staff to tolerate uncertainty, enabled by the efforts and support of senior service management and college staff.

Recovery Colleges co-designed and implemented in youth mental health services are a recent development in the field of mental health care and very little has previously been published regarding the feasibility, effectiveness and acceptability of youth-focused Recovery Colleges. This paper is one of the first to assess the barriers and enablers to the implementation of Discovery College within a clinical youth mental health service.

Discovery Colleges are new, exciting innovations. The purpose of this paper is to describe the process of developing and implementing the first pilot of a Discovery College for young people in Ireland. This paper aims to assist in providing direction for future comparable projects.

The author takes a narrative approach to highlight the rationale for introducing the Discovery College model into an Irish context and to outline the project phases and participant feedback.

The pilot project is outlined and the key learnings are explained.

Recovery Education is a growing model both nationally and internationally, and this pilot was an innovative project, the first of its kind to bring Recovery Education to a younger audience in Ireland. This paper aims to assist in providing direction for future comparable projects.

This study aims to evaluate the feasibility and acceptability of establishing a recovery college in an Australian acute and community adult mental health service. Very little has been published on efforts to incorporate recovery colleges in inpatient settings other than forensic. This study offers an evaluation of feasibility and acceptability of this service model within a health-care setting.

Participant feedback and qualitative implementation data, from an acute mental health-care inpatient ward and adult community care were used. Participants were mental health service consumers and staff. The intervention involved a co-produced, co-designed, co-delivered and co-received educational opportunity for mental health consumers, carers, staff and the community.

Feedback from course participants indicates that learning objectives were met by the majority of participants, while stakeholders identified that establishing a recovery college within both the inpatient and community health-care service was feasible at a service level and broadly acceptable to consumers.

Establishing an adult recovery college in inpatient and community care is likely to be effective re-orientating mental health-care services as well as improving outcomes for consumers.

The purpose of this study was to explore how variables such as student demographics, pre-college leadership activities, and perceived pre-college parenting behaviors predict students’ leader self-efficacy (i.e., individuals’ confidence in themselves to lead and belief that others will support their leadership [Hannah et al., 2008]) in college and leader emergence (i.e., college-based leadership involvements [DeRue & Ashford, 2010]) in college. Undergraduate students (n = 420) at a large, public university in the Mid-Atlantic were surveyed to examine these relationships and data were analyzed using hierarchical and logistic regression, with appropriate controls and moderators. Findings included discovery that pre-college engagement with sports team positional leadership, community service, extracurriculars, and positive parenting behaviors, such as family routine and greater quality time with parents, predicted leader self-efficacy. Further, findings noted that pre-college community service, extracurriculars, peer tutoring and perceptions of parental quality time and proactive parenting predicted leader emergence. This study suggests that students’ leadership development is influenced by myriad systems across the lifespan and demonstrates that, as educators committed to student development, we must engage the full arc of our students’ leadership journeys and provide for intentional partnerships between higher education and the K-12 community.

This paper aims to present the results of a qualitative study of the continuing professional development (CPD) activities of academic librarians in Ireland. The benefits of CPD, the methods and strategies of engagement, and the role played by professional organisations are examined, with particular emphasis on the attitudes of librarians towards CPD.

In total, 25 academic librarians were interviewed in depth from four universities in the greater Dublin region. A qualitative approach was chosen to allow the collection of data which was rich and informative.

Academic librarians engage in CPD in multiple ways, both formal and informal, but it falls primarily to the individual librarian to find, participate in, or even create such opportunities, which raises the question of personal motivation and drive. Support from employers and professional organisations is key. Barriers to participation in CPD include time, financial restraints and lack of encouragement from employers.

The authors are cognisant of the inherent limitations in using interviews as a data collection method, including the possibility of bias.

Academic librarians need to exploit innovative and accessible modes of CPD if they wish to navigate the changes occurring within the profession. Professional library organisations must also reinforce their support of their members in this endeavour. Incentives to participate should build on librarians' personal motivation and job satisfaction, likelihood of career progression, and deepening working relationships with non-LIS colleagues.

To date there has been no comprehensive Irish study which has addressed the question of how academic librarians engage with the professional body of knowledge through pursuing professional development activities. This research seeks to present an Irish perspective, but also explores issues which are globally applicable within the profession.

The purpose of this paper is to understand why young people and adults enrolled in co-produced, co-received Discovery College (a youth-focused Recovery College) courses, what their experience of participating was, and whether attitudes towards education changed as a result of course participation.

The study used a pre- and post-participation survey to assess both the qualitative experience of participants in Discovery College courses, along with a quantitative component measuring change in attitudes to education and learning opportunities.

The project found that participating in Discovery College benefitted young people through: an improved attitude towards education; and greater likelihood of participating in future study after completing a Discovery College course. People who participated in Discovery College courses, both young people and adults were positive about their experiences with the college and experienced positive attitude change. This work demonstrates the importance of Discovery College as part of a holistic approach to the care of young people with mental illness.

This paper reports on one of the first evaluations of youth-focused Recovery Colleges globally. It provides evidence of the effectiveness of the Recovery College model for a youth cohort.

The purpose of this study is to examine shifts in the volume and complexity of reference questions received at a small liberal arts college following the implementation of a Web-scale discovery service.

Researchers used the Warner model of reference classification to review and classify reference questions from the academic year prior to the implementation of EBSCO Discovery Service (EDS) and the academic year following EDS implementation to evaluate the change in volume of questions and complexity.

Research findings are significant as they document a 34 per cent decline in overall volume of reference activity following the integration of a Web-scale discovery service into the research process. Notably, the question category rated as the highest level of reference complexity (level IV) registered an 18.5 per cent increase in volume, post-EDS implementation. Question levels I-III all saw declines in volume ranging from 45 to 14 per cent.

Limitations of the study relate to multiple librarians having recorded questions as they were received by reference services and, as a result, some variation in transaction description should be expected. The concurrent deployment of a Web-scale discovery service and an integrated link resolver made delineation of the respective impact of each tool difficult.

Libraries contemplating the integration of a Web-scale discovery service into the research process will be able to use the research analysis to contemplate service redesign in advance of discovery implementation. The research results support additional training of reference personnel to service higher levels of in-depth inquiries. A redesign of reference services incorporating a tiered reference model using proactive chat with referrals to library faculty for in-depth research consultations is recommended.

After a literature review of relevant research, the researchers discovered few similar studies. As a result, this analysis will be of significant value to the library profession.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.