<![CDATA[Advances in information technology have redefined the role of school libraries as active hubs for digital literacy. In elementary schools, the librarian function is frequently assigned to teachers as an additional responsibility, requiring them to manage book circulation, maintain collection records, and facilitate digital services through the INLISLite system. Although this platform enhances operational efficiency and supports students’ digital literacy development, challenges persist due to limited technological proficiency, inadequate infrastructure, and the dual obligations placed on teachers. This study investigates the implementation of librarian management in INLISLite-based automation at SDN Rawa Buaya 07 and SDN Slipi 07 in West Jakarta. Employing Deming’s PDCA (Plan–Do–Check–Act) quality management cycle as a conceptual framework, the research underscores continuous improvement through systematic planning, execution, monitoring, and corrective measures. A qualitative case study design was adopted, with data obtained from principals, teacher-librarians, and students via interviews, observations, and document analysis. Data were processed through reduction, display, and interpretation to draw meaningful conclusions. Findings indicate that the effectiveness of INLISLite automation is constrained by the absence of professional librarians and the limited competencies of other teachers. Consequently, strong principal support and collaborative teacher involvement are essential to optimize library management practices and foster a sustainable digital literacy environment.]]>
