When a person walks into any library media center, he or she will, no doubt, see lots of students busily working on classroom assignments. While these students may be focused and industrious, the real question is what drives their work, and are they learning? Student learning comes from active efforts to construct knowledge that requires them to pursue inquiries, locate and evaluate evidence, make connections, analyze patterns, reconcile apparent discrepancies, deliberate about language, communicate thinking, and, finally, revise their work. The focus of this article is on the need to transform passive learning found in student efforts to just locate information to active engagement in constructing knowledge. This transformation begins with the library media specialist's collaboration with colleagues.