Learning analytics has been defined as the measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. The potential use of data and learning analytics in educational contexts has caught the attention of educators and policymakers at dramatically increasing rates over the past few years. This article explores how school librarians can begin to explore the rich set of possibilities that learning analytics may offer the practice of school librarianship within the context of some of the key roles for 21st-century school librarians. These roles have been identified in some of the foundational documents from the American Association of School Librarians (AASL), such as "Empowering Learners" (2009), "ALA/AASL Standards for Initial Preparation of School Librarians" (2010), and "Standards for the 21st-Century Learner" (2007), as many states' evaluation standards for school librarians are derived from these documents.