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Karen Nourse: Profile

Research & Data Librarian


Karen V. Nourse, Ph.D. is a Professor and the Research & Data Librarian at Middle Tennessee State University's James E. Walker Library. In her work, she assists with student and faculty at every stage of the research lifecycle: from planning a study, disseminating findings, and archiving one's scholarly communications. 

Karen began her career at MTSU in the summer of 2013, working as the Education Librarian. In October 2022, she transitioned into a new role as the library's first ever Research and Data Librarian. Prior to MTSU, Karen worked as a school librarian in rural southwestern Virginia. She approaches education as a ministry, having experienced first-hand the power librarians have to provide meaningful assistance to information seekers.

Karen holds a Master of Library & Information Science degree from UNC-Greensboro and a Master of Science in Education from Radford University (VA). She received her doctorate through MTSU's Ph.D. in Literacy Studies program. She is currently pursuing a graduate certificate in Research Data Management from the University of Tennessee.

Subject Areas

Research Design & Analysis (techinques, software tools)

Data Science


Research interests include: innovative instruction and services for academic libraries; school librarianship.


Peer-reviewed Publications

Hebert, H.S., Reed, K.N., and Krahenbuhl, K.S. (2023). A two-phased study examining graduate library student knowledge gains and perceptions of information literacy modules. Journal of Graduate Librarianship, 1(1), xxxx.

Buffalini, C., Bailey, F. C., & Reed, K. N. (2022). Student preparation, perceptions, and persistence in a newly accredited undergraduate forensic science program. Journal of Forensic Science Education, 4(2). Retrieved from

Reed, K. N., Kester, B., Kaufmann, K. F., Homol, L, & Crampsie, C. (2022). Crisis librarianship: An examination of online librarianship roles in the wake of the COVID-19 pandemic. Journal of Academic Librarianship, 48(4). Retrieved from

Miller, A. & Reed, K. N. (2021). Minimal coding, iterative prototyping and playtesting: A novice design thinking approach to gamifying the user experience. Weave: Journal of User Experience, 4(1). Retrieved from  

Lim, S. J. & Reed, K. N. (2020). An interdisciplinary approach in service learning and community partnerships through STEM in higher education. Serve InDEED, 7(1). Retrieved from

Reed, K. N. & Miller, A. (2020). Applying gamification to the library orientation: A study of interactive user experience and engagement preferences. Information Technologies and Libraries, 39(3). Retrieved from

Reed, K. N. & Tharp, T. J. (2020). Application of the Teacher Citizenship Behavior (TCB) theory to the extra-role work of school librarians. School Libraries Worldwide, 26(1), 48-60.

Reed, K. N. & Oslund, E. L. (2018). School librarians as co-teachers of literacy: A study of librarian perceptions and knowledge in the context of the literacy instruction role. School Library Research, 21. Retrieved from

Miller, A. & Reed, K. N. (2018). An examination of instructional intervention on doctoral student perceptions of scholarly communications. Practical Academic Librarianship: The International Journal of the Special Libraries Association. Retrieved from

Reed, K. N. & Albakry, M. A. (2017). School librarians’ views of the Every Student Succeeds Act (ESSA): Perceived impact on literacy instruction role and career. Tennessee Libraries, 67(1). Retrieved from

Reed, K. N. (2017). Bringing art to the library: An undergraduate art education collaborative with the Curriculum Materials Center. The Reading Room: A Journal of Special Collections, 2(2). Retrieved from


Conference Proceedings

Reed, K. N. & Tharp, T. J. (2019). Demonstration of Teacher Citizenship Behavior (TCB) by school librarians through work and volunteer service. In J. L. Branch-Mueller (ed.), Proceedings of the 48th Annual Conference of the International Association of School Librarianship and the 23rd International Forum on Research in School Librarianship, (pp. 1-10). Edmonton, Canada: University of Alberta. Retrieved from

Hebert, H. & Reed, K. N. (2019). Understanding incoming MLS graduate student proficiency and perceptions of information literacy skills. In H. C. Gunderman (ed.), Proceedings of the Association for Library and Information Science Education Annual Conference: ALISE 2019, (pp. 30-33). Pittsburgh, Pennsylvania: Carnegie Mellon University. Retrieved from


Editor-reviewed Publications

Reed, K. N. (2021). I give my all to my students and colleagues. Knowledge Quest, 49(4), 44-45.

Reed, K. N. (2015). Taking a second look at emergency procedure plans: Collaborations for safety. College & Research Libraries News, 76(7), 370-372.


  • 2020 recipient of the American Association of School Librarians/Educators of School Librarians Section Research Grant.
  • 2019 recipient of the L. Anne Clyde Memorial Research – Best Conference Paper Award at the annual meeting of the International Association of School Librarianship (IASL), Dubrovnik, Croatia.

My Guides