Engaging Graduate Medical and Health Sciences Students in Scholarly Communication: The Des Moines University Library’s Research & Scholarly Communication Peer Associate Program

• Published in: Communications in information literacy Vol. 17; no. 2; pp. 510 - 529
• Main Authors: Schlesselman-Tarango, Gina, Edgerton, Jill, Pryor, Elizabeth, Valencia, Rainie
• Format: Journal Article
• Language: English
• Published: Tulsa Communications in Information Literacy 01.01.2023
• Subjects: Academic libraries; Authors; College Science; Communication Skills; Creative Thinking; critical information literacy; Critical Literacy; Desktop Publishing; Discourse Modes; Education; Educational Facilities Improvement; Faculty Publishing; Graduate students; health science librarianship; Health sciences; Independent study; Information literacy; Institutes (Training Programs); Learner Engagement; Learning; Librarians; Library Instruction; Library Materials; Library Personnel; Library Research; Library resources; Library Role; Library Services; Licensing Examinations (Professions); medical librarianship; Medical students; Pandemics; Participation; peer learning; Peers; Scholarly communication; Scholarly publishing; Student Needs; User training; Verbal communication; United States > US; Des Moines Iowa
• ISSN: 1933-5954; 1933-5954
• DOI: 10.15760/comminfolit.2023.17.2.10

This piece introduces the Des Moines University Library's Research and Scholarly Communication Peer Associate Program, focusing on the curriculum of a five-day summer institute developed for graduate medical and health sciences students and rooted in a critical information literacy framework. The authors outline the institute's philosophy and approach and provide readers with key content areas, materials, activities, and homework prompts. Initial program assessment is discussed, and the authors share their thoughts on how the program might continue to evolve to meet the changing needs of students. The article concludes with reflections from two peer associates who participated in the program during the 2022-2023 academic year.