My teaching and research are informed by my background as an American Library Association accredited librarian. With experience in national, university, legal, school libraries, and ProQuest, I have worked in Australia, New Zealand, the United States, Germany, and now Canada. These experiences have created a unique, global expertise, supporting my research and teaching capabilities. I aim to facilitate students’ learning journeys to become information professionals who critically engage with interdisciplinary, global information issues, and to foster equity, inclusion, and cultural conscientiousness.

Professional education

Human information behaviour

Digital transformation

Pierson, C. M., & Hildt, E. (2023, In-press, Proceedings Forthcoming). From Principles to Practice: Comparative Analysis of European and United States Ethical AI Frameworks for Assessment and Methodological Application. Association for Information Science and Technology (ASIS&T) 2023 Annual Meeting. London, 27-31 October

Pierson, C. M. (2023, In-press, Proceedings Forthcoming). Supporting ethical and cultural competency development in cross-disciplinary information education in Germany. Association for Library and Information Science Education (ALISE) 2023 Conference. Milwaukee, WI, 2-5 October.

Pierson, C. M. (2023). The role of identity moderators and perceived degree of identity separation in librarian professional identity development. Journal of Librarianship and Information Science. https://doi.org/10.1177/09610006221142311

Tait, E. & Pierson, C. M. (2022). Artificial intelligence and robots in libraries: Opportunities in LIS curriculum for preparing the librarians of tomorrow. Journal of the Australian Library and Information Association, 71(3), 256-274. https://doi.org/10.1080/24750158.2022.2081111

Pierson, C. M. (2022). The critical incident negotiation process of public librarians in Aotearoa New Zealand. Open Information Science, 6(1), 1-15. https://doi.org/10.1515/opis-2022-0127

Doyle, C., Pierson, C. M., Anderson, D., Bunting, C., Li, Y. (2021). Learning to teach from home. Set: Research Information for Teachers, 1, 60-66. https://doi.org/10.18296/set.0196

Pierson, C. M., Goulding, A., & Campbell-Meier, J. (2020). Professional identity as gateway to critical practices: Identity negotiations of public librarians in New Zealand with implications for LIS education and practice. Journal of the Australian Library and Information Association, 69(3), 286-301. https://doi.org/10.1080/24750158.2020.1777636

Pierson, C. M., Goulding, A., & Campbell-Meier, J. (2020). Critical incidents and librarian professional identity in LIS pedagogy: Research methodology as pedagogical tool embedded in reflexive practice. Association of Library and Information Science Education. Virtual Conference, 13-23 October. http://hdl.handle.net/2142/108831

Pierson, C. M., Anderson, D., Luczak-Roesch, M., Doyle, C., Glasson, B., Li, Y., Brieseman, C., Boucher, M., Christenson, D., & Coton, M. (2020). Developing Science Capabilities for Citizenship through participation in Online Citizen Science (OCS) projects. Set: Research Information for Teachers, 1, 19-26. https://doi.org/10.18296/set.0157

Pierson, C. M., Goulding, A., & Campbell-Meier, J. (2020) Metaphors, critical incidents, and librarian professional identity: Introduction to a combined methodological approach. Information Research, 25(2). http://www.informationr.net/ir/25-2/paper859.html

Pierson, C. M., Goulding, A., & Campbell-Meier, J. (2019). Professional identity as gateway to critical practices. Research Applications, Information and Library Studies, Canberra, Australia, 28-29 October 2019 [Conference paper developed into journal article. Conference program: https://bit.ly/3UPy96j]

Pierson, C. M., Goulding, A., & Campbell-Meier, J. (2019). An integrated understanding of librarian professional identity. Global Knowledge, Memory and Communication, 68(4/5) 413-430.
doi: https://doi.org/10.1108/GKMC-01-2019-0008

Pierson, C. (2017). Barriers to access and information for the LGBTQ community. Canadian Journal of Information and Library Science, 41(4), 245-262. https://www.muse.jhu.edu/article/699702