This report explores the expanding role of Library Media Specialists (LMSs) as key figures in educational technology (edtech) leadership and IT integration within K–12 school environments. Drawing from current trends in digital learning, cybersecurity, infrastructure support, and instructional design, this research examines how LMSs—especially those with advanced technical and instructional expertise—are evolving into hybrid professionals. The findings are grounded in both literature and practice, incorporating insights from the author’s work as a computer science educator, STEM curriculum specialist, and systems-savvy library professional. Ultimately, this report argues that LMSs must be formally recognized as essential instructional technologists and IT collaborators to optimize equity, innovation, and digital learning outcomes.
The traditional concept of a school librarian is rapidly becoming obsolete. Today’s Library Media Specialist operates in a radically different space—one defined by digital ecosystems, data-informed instruction, and scalable infrastructure. This transformation is more than anecdotal; it’s visible in hiring patterns, evolving job descriptions, and administrative expectations. Yet despite this shift, many schools still underutilize LMSs or fail to align their qualifications with the expanding demands of modern digital learning environments.
Having served in roles ranging from Children’s Librarian to Director of Library Services, and holding advanced degrees in both Computer Science and Web Technologies, I have witnessed this transformation firsthand. In my current work as a STEM Curriculum Specialist and developer of the LearnEase accessible learning platform, I routinely blend systems architecture, instructional technology, and equity design into daily practice. These professional experiences inform the central claim of this report: that LMSs are already acting as educational technologists and IT integrators and must be recognized and compensated accordingly.
The transformation of the LMS into a technology leader is well-documented. Johnston (2018) asserts that school librarians are often among the first to adopt new technologies due to their overlapping responsibilities in instruction and information management. Loertscher and Koechlin (2020) describe the modern school library as a “learning commons,” where students are engaged not only in literacy development but also in media production, digital collaboration, and computational thinking.
Valenza (2022) presents LMSs as de facto instructional technologists, arguing they are central to technology integration and digital pedagogy. Similarly, Stripling (2019) emphasizes the LMS’s expanding influence in blended learning environments and inquiry-driven education. Despite this, there remains a noticeable lack of scholarship exploring the explicit IT tasks and infrastructure responsibilities increasingly assigned to LMSs—such as managing digital platforms, supporting classroom connectivity, and addressing network and software issues.
This report seeks to address that omission by centering the LMS as a technically literate, pedagogically informed professional essential to a functional digital learning ecosystem. This research employs a qualitative, conceptual analysis rooted in practitioner experience, supplemented by literature and district-level documentation. It draws from the author’s own career spanning children’s literacy programming, computer science instruction, STEM curriculum development, and leadership roles in both library and IT environments. By synthesizing academic theory with field-based practice, the report offers a grounded perspective on the LMS’s current and potential contributions to educational technology and infrastructure leadership
Modern LMSs must possess a baseline proficiency in educational infrastructure systems. As Johnston (2018) noted, this skill set is essential in digitally enriched school environments. In my own work, I have administered Google Workspace for Education domains, managed Apple device rollouts via Jamf, and configured user groups for LMS platforms like Canvas and Schoology. Such tasks are increasingly common in the daily workload of LMSs, who are often responsible for troubleshooting Tier 1 technology issues—long before IT staff are called.
This shift requires not only digital fluency but operational knowledge of device management, platform licensing, and compatibility protocols, a need echoed by Loertscher and Koechlin (2020) in their advocacy for a broader vision of the LMS’s role.
LMSs serve as intermediaries between instructional goals and the technological tools used to achieve them. According to Valenza (2022), the LMS is often the only staff member capable of translating pedagogical intent into platform-specific practices. In my own experience, I have worked directly with IT departments to identify infrastructure bottlenecks, streamline access control across platforms, and implement adaptive tools that support students with IEPs and 504 plans. The ability to bridge these gaps makes the LMS indispensable to schools navigating increasingly complex edtech ecosystems.
LMSs today are managing inventory systems, issuing devices, conducting routine software updates, and even coordinating minor hardware repairs. These duties are rarely acknowledged in official job descriptions but are widely reported in both literature and anecdotal observation (Stripling, 2019). In my role as a library and technology leader, I’ve facilitated entire device rollouts, built virtual learning labs, and maintained network-level software installations—all while serving as a point-of-contact for instruction. This hybrid responsibility is growing, particularly in districts that have embraced 1:1 learning environments or hybrid instructional models post-pandemic.
LMSs are natural leaders in digital learning professional development, a point reinforced by Valenza (2022), who frames the librarian as a tech-focused pedagogue. From leading Google Educator training to organizing AI integration workshops, I have delivered PD that demystifies complex platforms while offering teachers practical strategies. This instructional scaffolding is a hallmark of the LMS’s approach, one grounded in adult learning theory and a collaborative growth mindset (Johnston, 2018).
Digital citizenship has evolved into a necessary domain of expertise, and LMSs are increasingly at the forefront of teaching cybersecurity fundamentals and managing schoolwide digital behavior. This work extends beyond curriculum—it includes training staff on data privacy laws (e.g., COPPA, FERPA) and contributing to district-wide policy development. According to Stripling (2019), the LMS’s pedagogical insight is essential in creating AUPs that balance protection with learning opportunity. In my own practice, I’ve developed district-level cybersecurity training modules and led initiatives to embed ethical AI use into K–12 instruction
The findings reinforce a critical truth: LMSs are doing far more than what their job titles suggest. They operate as in-building technologists, instructional designers, and IT liaisons—often without additional compensation, recognition, or dedicated support. While their technical fluency and infrastructure support skills are heavily relied upon, many LMSs still lack access to strategic decision-making roles. Valenza (2022) argues this is a systemic blind spot, and one that risks burnout if not addressed.
Districts that fail to formally recognize the full scope of the LMS role are missing an opportunity to strengthen both instructional quality and IT efficiency. My own experience—teaching computer science, leading digital literacy initiatives, managing software rollouts, and designing accessible learning systems—demonstrates just how versatile and vital the LMS role can be when fully utilized.
Conclusion
The 21st-century Library Media Specialist is no longer a passive instructional support figure—they are dynamic agents of digital transformation. As technology permeates every facet of learning, LMSs must be positioned as core infrastructure professionals—equally comfortable configuring a network as they are guiding a student research project. This hybrid expertise in both pedagogy and technology is rare, and it must be both celebrated and supported.
To that end, school districts should revise job descriptions, allocate professional development budgets toward systems training and certifications, and formally integrate LMSs into both IT and instructional planning teams. As my own work has shown across public, school, and university library systems, the LMS is not a legacy role. It is a future-forward profession—critical, flexible, and irreplaceable.
References
Johnston, M. P. (2018). The school librarian as learning leader: Cultivating a culture of inquiry. School Libraries Worldwide, 24(2), 1–14.
Loertscher, D., & Koechlin, C. (2020). The virtual learning commons: Building a participatory school learning culture. Hi Willow Research & Publishing.
Stripling, B. K. (2019). Empowering students through inquiry. Knowledge Quest, 47(4), 8–17.
Valenza, J. K. (2022). School librarians as instructional technologists. Teacher Librarian, 49(2), 32–39.
