A young woman with blonde hair taking a selfie outside on a cloudy day. She is wearing a black puffer jacket, a patterned fleece, and is holding a black handbag. There is a brick house with a sliding glass door behind her, and in the background, an outdoor patio with string lights and a wooden fence.
Collection of various small, smooth, rounded pebbles of different colors, shapes, and textures arranged in a spiral pattern on a black background.
Collection of various small, smooth, rounded pebbles of different colors, shapes, and textures arranged in a spiral pattern on a black background.

I am a queer neurodivergent (AuDHD) librarian, advocate, artist, and writer.

I find the most joy in the spaces where research, art, care, and resistance meet. Listening to, gathering, dreaming about, and attending to what often goes unnoticed.

I believe that (re)storying Autistic and neurodivergent ways of sensing, processing, and connecting is imperative for (re)valuing difference, for understanding reciprocity, for tracing the histories of colonialism, racism and ableism that shape how we are allowed to know and be know.

My work is a refusal and an invitation. I insist on making space for “othered” ways of knowing, making, and surviving within, against, and beyond entrenched systems and exclusionary structures.

My Teaching Philosophy

I approach library and information teaching as a relational, narrative, and visually grounded practice shaped by neuroinclusion, epistemic justice, culturally sustaining pedagogy, and a pedagogy of care. My teaching practices are rooted in the belief that learning is not just about content, but about how we come to understand ourselves in relation to that content.

Moving beyond universal design principles, this work also advocates for a radically inclusive approach that actively dismantles systemic inequities and centers the needs of marginalized students.

This includes confronting cognitive ableism, rethinking traditional power dynamics, and intentionally creating spaces where all students feel seen, valued, and supported.

In practice, this means creating space for learners by:

  • validating the emotional aspects of the research process,

  • inviting students to move at different paces,

  • returning to ideas and questions iteratively,

  • making the hidden curriculum visible,

  • and engaging with knowledge through multiple entry points.

The success of these practices requires institutional recognition of the emotional labor involved in fostering such environments. I believe that educators and library workers must be supported with resources, professional development opportunities, and spaces for rest and reflection to sustain this critical work. Through this work, I aim to create learning spaces where students not only gain critical thinking skills, but also develop community, confidence, agency, and a sense of belonging in their learning journeys.