Many grade K-12 teachers and teacher-librarians know through first-hand experience that drama provides students with very powerful, often nontextual, context in which to build new meanings and avenues for representing and communicating understandings. Similarly, most school districts' language and literacy standards and curriculum reaffirm these experiences and encourage the use of drama as another powerful form of communicative expression. Current examples of language and literacy research and projects indicate that drama is effective for: (a) stimulating imagination and shaping powerful writing contexts; (b) promoting social and emotional development of students through oral communication; (c) engaging children in critical interpretive readings of text; (d) promoting reading comprehension; (e) engaging students who struggle with reading traditional print-based narrative structures; and (f) enhancing students' social skills and overall academic learning and achievement. Furthermore, a growing number of literacy experts argue that by increasing children's opportunities to learn and communicate using less textual and "verbocentric" modalities (e.g., drama, music, painting, etc.), we also increase their opportunities to build knowledge and increase "marginalized" and "at-risk" language learners' chances of successfully acquiring, communicating, and representing knowledge. Similarly, by developing a school library literacy program that embraces multiple modalities for knowing and communicating--in this case drama--the school library also becomes a model of literacy instruction that values the expansion of the communication potential of all learners.