Merinda Kaye Hensley
Assistant Professor, University Library
Instructional Services Librarian
Scholarly Commons Co-Coordinator
My passion as an academic librarian is to create learning experiences for researchers at all stages of inquiry in order to enhance advanced research and information management skills.
- Scholarly Commons Co-Coordinator — Administer and manage a collaborative space that provides faculty, researchers and students access to experts in digital content creation and analysis; scholarly communication; geospatial, textual, and numeric data analysis; and innovative teaching and learning methods.
- Savvy Researcher — Coordinate a suite of open workshops that includes over 50 uniques titles each semester, reaching over 1400 students per year.
- Undergraduate Research — Manage the dissemination of several departmental and interdisciplinary undergraduate research journals, coordinate the Image of Research competition for undergraduates, contribute to "Undergraduate Research at Illinois" (a co-authored blog with the Office of Undergraduate Research), and serve on the OUR Faculty Advisory Board.
- Ethnography of the University Initiative, Co-Director
- LIS 590AE: Information Literacy and Instruction in Practice, Adjunct Professor (2012, 2013, 2014)
M.S., Library and Information Science. University of Illinois, Urbana-Champaign, Urbana, IL. 2006.
B.A., Political Science, Environmental Policy. University of Arizona, Tucson, AZ. 1998.
The most rewarding aspects of research are in asking new questions, sharing revelations, and demonstrating innovative conclusions but the intricacies of publication and dissemination are a mystery to our students, undergraduates in particular. As an instruction librarian, the library can expand upon its information literacy mission; not only can we teach skills that translate into a lifelong ability in finding, evaluating, using, and ethically sharing information, we can also help undergraduate and graduate students understand their rights and roles in creating and sharing new information. To do so effectively, we must investigate and understand the factors that influence the decisions students make regarding the publication of their work. There is a role for librarians to provide context for students at all levels in understanding scholarly communication, a process through which scholarly work is created, evaluated by the academic community, disseminated through presentations and writings, and most importantly, preserved for future use. My research examines the intersections between scholarly communication issues and information literacy through three lenses: the amateur undergraduate, the schooled but neophyte graduate student, and the academic librarian.
- Academic Senate, Elected position, Illinois, 2012—2015
- ACRL Information Literacy Competency Standards for Higher Education Task Force, 2012—2015
- ACRL Intersections of Scholarly Communication and Information Literacy Task Force, 2013—2015
- ACRL Research and Scholarly Environment Committee, 2014—2015
- ACRL Student Learning and Information Literacy Committee, Chair, 2015-2016; Vice Chair 2014-2015; Member 2012—2014
- Office of Undergraduate Research, Advisory Board, 2013—
- Peer Review: The Undergraduate Research Journal of the Ethnography of the University Initiative, Advisory Board, 2013—
- Re:Search, The Undergraduate Literary Criticism Journal at the University of Illinois at Urbana-Champaign, Faculty Advisory Board, 2014—
- ORCID Ambassador, 2013—
- College & Research Libraries, Referee, 2013—
- Journal of Librarianship and Scholarly Communication, Ad Hoc Manuscript Reviewer