معرفی
Nicole Gustavsen is an Assistant Professor and STEM Specialist Librarian at Foley Library, Gonzaga University, where she supports science, technology, engineering, and mathematics students in developing information literacy skills and navigating the scholarly landscape. She teaches library instruction sessions, provides research support, manages collections, and promotes open science, OER, and OA initiatives. Her practice is grounded in feminist, anti-racist, and contemplative pedagogies.
- MLIS, University of Washington Information School, Seattle, WA, 2016
- B.A. in English Language & Literature, University of Washington, Seattle, WA, 2012
- A.A. in General Studies, Seattle Central College, Seattle, WA, 2009
Nicole's research centers on the intersection of information practices and social justice in academic environments. She explores privacy literacy in the digital age, alternative mentorship models that challenge hierarchy, data literacy instruction for STEM students, and mental health advocacy for library professionals. Her pedagogical approach emphasizes empathy, reflection, and inclusivity, informed by feminist and contemplative traditions.
Her recent publications reveal a strong focus on community-building, reflective teaching, and equity in library practice. Themes include co-mentoring, mental health in LIS, critical data literacy, and inclusive programming. She frequently collaborates with colleagues across institutions, contributing to zines, presentations, and book chapters that push the boundaries of traditional academic output.
Nicole is an advocate for open science and has contributed to discussions on scholarly communication, collection development, and the information behavior of scientists. Her work bridges theory and practice, emphasizing the human aspects of information work.
- Principal editor, Reserve & Renew: The LIS Mental Health Zine (2021)
- Co-author, Feminist Co-Mentoring as Advocacy (2020)
- Multiple presentations at LOEX, ACRL, and Washington Library Association conferences
Nicole mentors through collaborative and nonhierarchical models, as seen in her co-mentoring research. Though no formal advisees are listed, her work in professional development and reflective practice suggests active engagement in guiding emerging librarians. She has been involved in grant-like projects related to data literacy and instructional innovation, though specific grants are not detailed in the text.
Nicole contributes to a vibrant community of practice through initiatives like the LIS Mental Health Zine and participation in librarian-led groups. Her work fosters solidarity, wellness, and critical reflection within the library profession.
