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This paper aims to demonstrate how teaching the discourse of critique, an integral part of the video production process, can be used to eliminate barriers for young people in gaining new media literacy skills helping more young people become producers rather than consumers of digital media.

This paper describes an instrumental qualitative case study (Stake, 2000) in two elective high school video production classrooms in the Midwestern region of the USA. The author conducted observations, video and audio recorded critique sessions, conducted semi-structured interviews and collected artifacts throughout production including storyboards, brainstorms and rough and final cuts of videos.

Throughout critique, young video producers used argumentation strategies to cocreate meaning, multiple methods of inquiry and questioning, critically evaluated feedback and synthesized their ideas and those of their peers to achieve their intended artistic vision. Young video producers used feedback in the following ways: incorporated feedback directly into their work, rejected and ignored feedback, or incorporated some element of the feedback in a way not originally intended.

This paper demonstrates how teaching the discourse of critique can be used to eliminate barriers for young people in gaining new media literacy skills. Educators can teach argumentation and inquiry strategies through using thinking guides that encourage active processing and through engaging near peer mentors. Classroom educators can integrate the arts-based practice of the pitch critique session to maximize the impact of peer-to-peer learning.

The current policy landscape advocates for the involvement of people with lived experience in the co-production and co-delivery of mental health services. However, evidence on how to do this safely and effectively for people with eating disorders (EDs) is lacking. The purpose of this study was to explore and synthesis the implementation of ED interventions which involved lived-experience and to evaluate the associated benefits and risks to participants.

This study will conduct a systematic review of ED interventions which involve people with lived experience of an ED. A total of seven databases and four subject-specific journals were searched using Boolean search terms.

The search yielded ten eligible studies. Involvement procedures were extracted which highlighted variation with some roles being continuous and active and others being isolated and passive. Qualitative results were extracted and thematically analysed which demonstrated many benefits from involving people with lived experience, such as normalisation of experiences, inspiration to recover and the sharing of insight, as well as some risks such as disingenuity and exposure to triggering content.

The implications of this review highlight the need for policy and guidance to minimise variation across procedures and implementation of co-production to ensure positive outcomes and benefits for participants, given the current landscape. More research in the benefits and risks for those involved in the delivery of the interventions is needed to ensure that co-production and peer support is delivered as safely and effectively as possible.

This was the first systematic review since 2016 (Fogarty et al., 2016) to assess peer-mentorship programmes in ED treatments, whilst expanding the remit to include wider definitions of peer-support and peer-mentorships such as co-production and co-design in research.

This paper aims to present a thematic analysis of student nurses’ experiences of an innovative collaboration between a mental health Recovery College and a nursing faculty, where Recovery College trainers’ expertise in co-production and peer facilitation were foregrounded. The aim of this study is to understand how nursing students experienced being peer facilitators of well-being workshops for fellow students following training with Recovery College trainers.

Thematic analysis of qualitative data from eight semi-structured interviews and a focus group with 15 participants.

The overarching theme that emerged was “The process of being a student Peer Facilitator”. Six themes emerged from the data: “What we brought”; “Conceptualisation”; “Adaptation”; “we’re giving them the tools”; “What we gained”; and “Development”.

Mental health nurse educators could forge collaborative relationships with Recovery College colleagues with a broader remit than service users’ “lived experience” of mental distress. Student nurses should be given opportunities to be peer facilitators and draw on their lived experience as student nurses as means of addressing their and their peers’ mental health.

Original findings were that the student experience of being a peer facilitator was different to their other experiences in education and clinical practice. They drew on their lived experience throughout and found that they learned skills to address their well-being through supporting other students to improve theirs.

The purpose of this paper is to describe the development, implementation, delivery and evolution of a community-led, comprehensive, peer support service, including co-production approaches, peer support worker role development, outcomes, acceptability and lessons learnt over a five-year timeframe.

This case study presents a reflection on a charity’s peer support service development along with outcomes to highlight client progress.

Improvement in well-being as measured through the Warwick Edinburgh Mental Wellbeing Scale (WEMWBS) was evidenced along with demonstrating that the peer support service offers complementary support to Improving Access to Psychological Therapies (IAPT) services.

There was limited quantitative data, and that which existed was analysed on a service-wide basis as opposed to looking at individual components of the service.

This paper demonstrates the value of peer support provision as part of an overall primary care, community-based mental health service, including findings that suggest that for some individuals, where IAPT services did not help them as much, a peer-based service appeared to be more suitable.

The peer support service provided a complementary and alternative service to conventional primary care mental health services whilst offering individuals with lived experience to gain volunteering, employment and development opportunities.

Whilst peer support services have been well documented in the literature for clients experiencing serious mental illness, research on the use of such approaches in the management of common mental health difficulties including anxiety and depression is not as well established. The aim of this paper is to detail the experiences of a user-led charity in developing and delivering peer support services, including challenges encountered. Furthermore, this paper describes a peer support service that has been integrated with a co-existing low intensity IAPT service, reporting recovery rates for clients that have accessed both peer support and IAPT services.

This paper aims to focus on distributed technologies with the aim of highlighting their economic-organizational dimensions. In particular, the contribution first presents a deeper understanding of the nature and the dynamics of the economies and diseconomies that arise from the adoption and diffusion of distributed technologies. Second, it aims to shed light on the increasing tension between the hierarchy-based model of production and peer-to-peer (p2p) production, which involves the pervasive diffusion of distributed technologies.

Adopting an economic-organizational perspective, which is deeply rooted in the related extant literature, an analytically consistent model is developed to simultaneously take into account the following variables: adoption density independent variable) and economies of knowledge integration and organizational diseconomies (the costs of a loss of control and the costs of organizational decoupling and recoupling) as dependent variables.

Distributed technologies allow access to a large quantity and a wide variety of cognitive slacks that have not been possible until now. In doing so, they are leading the transition towards p2p. This is an emerging production paradigm that is characterized – with respect to mass production – by a shift in the relative importance of cognitive slack in comparison with tangible slack. Nevertheless, the unrestrainable diffusion of distributed technologies is not neutral for organizations. On the one hand, these technologies allow for the integration of economies of knowledge, and on the other hand, they involve organizational diseconomies that should not be ignored by managers and researchers.

This paper fills a gap in the literature by developing a consistent analytical framework that simultaneously takes into account the economies of knowledge integration and potential organizational diseconomies (the costs of coordination and the loss of control) that arise from the adoption and diffusion of distributed technologies.

A social learning management system (social LMS) is a tool which favors social interactions and allows scholastic institutions to supervise and guide the learning process. The inclusion of the social feature to a “normal” LMS leads to the creation of educational social networks (EduSN), where the students interact and learn. The advantages derived from an augmented student-student interaction are counterbalanced by the difficulty to control the quality of the information. For this reason, the purpose of this study is to understand who is a source of reliable and high quality knowledge among the students.

The authors suggest to categorize the actions of the students within roles where the most natural formal role regards the academic performance of a student. Within the EduSN, a student can produce information − social contribution role − and evaluate the contents provided by other peers − social judge role. Aside from the free production, it provides a publication workflow which allows to certify and improve the quality of the material created by the peers. The publication workflow naturally leads to the definition of two additional roles – the editorial and leader roles.

The paper provides a new definition of expertise within a social LMS, where the key feature of an expert in an EduSN is to improve the quality and quantity of the knowledge flow in the network. The indicators which stem from the roles naturally lead to the definition of the figure of the anti-expert.

At variance with the spectrum of values usually associated with expertise (which ranges from novice to expert), in a social LMS, it becomes clear the need of the definition of a new figure – the anti-expert, who has a negative impact on the overall knowledge flow of the EduSN.

The purpose of this paper is to develop a preliminary conceptual scale for the measurement of distributed manufacturing (DM) capacity of manufacturing companies operating in rubber and plastic sectors.

A two-step research methodology is employed. In first step, the dimensions of DM and different levels of each dimension have been defined. In second step, an empirical analysis (cluster analysis) of database firms is performed by collecting the data of 38 firms operating in Italian mould manufacturing sector. Application case studies are then analyzed to show the use of the proposed DM conceptual scale.

A hyperspace, composed of five dimensions of DM, i.e. manufacturing localization; manufacturing technologies; customization and personalization; digitalization; and democratization of design, is developed and a hierarchy is defined by listing the levels of each dimension in an ascending order. Based on this hyperspace, a conceptual scale is proposed to measure the positioning of a generic company in the DM continuum.

The empirical data are collected from Italian mould manufacturing companies operating in rubber and plastic sectors. It cannot be assumed that the industrial sectors in different parts of the world are operating under similar operational, regulatory and economic conditions. The results, therefore, might not be generalized to manufacturing companies operating in different countries (particularly developing countries) under different circumstances.

This is first preliminary scale of its kind to evaluate the positioning of companies with respect to their DM capacity. This scale is helpful for companies to compare their capacity with standard profiles and for decision making to convert the existing manufacturing operations into distributed operations.

To explore the status, interests, and intentions of peer reviewers and how editors enlist and muster these factors to enhance the prestige of a scholarly publication.

Case study: use of a 30‐year accumulation of editorial office records of one scholarly journal to analyze the contents of peer review comments and correspondence; direct quotes highlight key themes.

Peer reviewers labor to obtain more than the certification, authentication, and quality of individual works. The volume and variety of commentary generated by a double‐blind peer review process reveal concerns behind reviewer comments to authors and effects over time.

The study centers on one journal, Libraries & Culture, a publication committed to the specialized, interdisciplinary research about the history of libraries and the collection of cultural records.

The strategic nature of the administration and management of the invisible work of peer reviewers becomes more apparent. The interests and intentions of peer reviewers surface in commentary intended only for authors. Commentary relates to a variety of themes including personal interests, pedagogical and disciplinary objectives, field expansion agendas as well as the prestige of the publication. These themes suggest peer review as a potentially effective guiding mechanism for long‐term endeavors that benefit author, reviewer, and editor as interrelated players in arenas where distinction is at stake.

The purpose of this study is to contribute with knowledge about how valid research data in biodiversity citizen science are produced through information practices and how notions of credibility and authority emerge from these practices.

Data were collected through an empirical, interview-based study of the information practices of 15 participants active in the vicinity of the Swedish biodiversity citizen science information system Artportalen. Interview transcripts were analysed abductively and qualitatively through a coding scheme by working back and forth between theory and data. Values of credibility, authority and validity of research data were unfolded through a practice-oriented perspective to library and information studies by utilising the theoretical lens of boundary objects.

Notions of credibility, authority and validity emerge through participant activities of transforming species observations to data, supplementing reports with objects of trust, augmenting identification through authority outreach and assessing credibility via peer monitoring. Credibility, authority and validity of research data are shown to be co-constructed in a distributed fashion by the participants and the information system.

The article extends knowledge about information practices in emerging, heterogeneous scholarly settings by focussing on the complex co-construction of credibility, authority and validity in relation to data production.

The purpose of this paper is to understand how women with a diagnosis of schizophrenia or bipolar disorder approach medication decision making in pregnancy.

The study was co-produced by university academics and charity-based researchers. Semi-structured interviews were conducted by three peer researchers who have used anti-psychotic medication and were of child bearing age. Participants were women with children under five, who had taken anti-psychotic medication in the 12 months before pregnancy. In total, 12 women were recruited through social media and snowball techniques. Data were analyzed following a three-stage process.

The accounts highlighted decisional uncertainty, with medication decisions situated among multiple sources of influence from self and others. Women retained strong feelings of personal ownership for their decisions, whilst also seeking out clinical opinion and accepting they had constrained choices. Two styles of decision making emerged: shared and independent. Shared decision making involved open discussion, active permission seeking, negotiation and coercion. Independent women-led decision making was not always congruent with medical opinion, increasing pressure on women and impacting pregnancy experiences. A common sense self-regulation model explaining management of health threats resonated with women’s accounts.

Women should be helped to manage decisional conflict and the emotional impact of decision making including long term feelings of guilt. Women experienced interactions with clinicians as lacking opportunities for enhanced support except in specialist perinatal services. This is an area that should be considered in staff training, supervision, appraisal and organization review.

This paper uses data collected in a co-produced research study including peer researchers.