Tech-Savvy Librarian Maintains Her Heart for Literature

K.C. Boyd is a Library Media Specialist for the District of Columbia Public Schools and is affectionately called “Boss Librarian” by her students—a nickname that grew so much in popularity that it led her to use it as her Twitter handle.  Over 20 years ago, when Boyd was busy pursuing her Master’s degree in Library and Information Science (MLIS), librarians were focused on the literature and curriculum side of the job. But over the last seven to eight years, she has witnessed a movement toward greater and greater incorporation of technology.

“It started, at first, with the research databases; now, it’s morphed more deeply into using handheld devices, personalized devices, and into Makerspace communities within a school.”

Love of Teaching

Boyd finds the transformation of library programs into the realm of technology a necessary and essential change, yet remains an old school librarian at heart. She adds, “I love literature. I’m really there for the kids to drive the literature piece in school. But I also recognize that we live in a technology-based society, and I want to prepare my students for it.”

Creating a Support Team

Social media is a focus of Boyd’s, and she is a believer in the old adage “Each one, teach one.” She finds great pleasure in supporting others and, through belonging to many channels on social media, has accumulated followers from all walks in education. Librarians, reading specialists, classroom teachers, and even tech coordinators have approached her, asking, “I want to develop a social media channel. How do I do this?” or “My social media is not as productive as I want it to be. How can I improve it?” She shares, “It’s a great feeling to support somebody as they’re trying to do something that’s so positive for their school, community, and kids.”

Even with all the positivity surrounding technology, Boyd recognizes a trend that is a little unsettling. Many library media specialists hired today are heavily technology-based in their background but often lack an MLIS. She warns, “When superintendents do that, they’re really undercutting the program as a whole, especially the literacy part of it.” Her program is 60% literacy to 40% technology, and as she explains, “It’s not to down technology at all with the 40%, but kids have to be able to read and enjoy reading.”

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