Terry Huttenlock, Ed.D.

Associate Professor of Library Science
On Faculty since 1999

Office: Buswell Library 152
Phone: (630)752-5352


Ed.D, instructional technology, Northern Illinois University, 2007

M.L.S., Rutgers University, 1995

Chubb Institute, computer certification, 1981

B.S., biology and liberal arts, Moravian College, 1977

About Terry Huttenlock

I enjoy the challenge of defining and implementing technological solutions that enhance teaching, learning, and access to library resources. This includes design, usability, and assessment. I attend Parkview Community Church and in my spare time I enjoy biking, cooking, crafts, and reading.

Subject Librarian for

  • applied health science
  • biology
  • chemistry
  • environmental studies
  • geology
  • health professions
  • mathematics, computer science
  • physics
  • secondary education

Membership in Professional Societies

  • American Library Association
  • Association for Computing Machinery
  • Association of College and Research Libraries
  • Library and Information Technology Association

Publications and Presentations

Use of an Advance Organizer in the Ill-Structured Problem Domain of Information Seeking: A Comparative Case Study. Diss. Northern Illinois University, 2007. Ann Arbor: ProQuest/UMI, 2007. (Publication No. AAI3301633.)

With Jeff Beaird and Ron Fordham, Untangling a tangled web: A case study in choosing and implementing a CMS. Library Hi Tech, 24:1, 2006, 61-68.

Usability Testing: A Key to User-Centered Designs >>  MyLibrary Manual, 2006.

With Patricia Roche and Harry Bliss, Superheroes, Powered by Books, Illinois Library Association, 2005.

Review of: Carolyn B. Noah and Linda W. Braun (2002). The Browsable Classroom: An Introduction to E-learning for Librarians. New York: Neal-Schuman. in Technology Electronic Reviews, 12:1, 2003.

With Patricia H. Dawson, Tefko Saracevic, and Paul B. Kantor, Derived taxonomy of value in using library and information services: a manual for encoding responses, New Brunswick, NJ: School of Communication, Information and Library Studies, Rutgers University, 1995. Technical report APLAB/95/5.