Learning in the library should present opportunities to enrich student learning activities to address concerns of interest and cognitive complexity, but these must be tasks that call for in-depth analysis--not merely gathering facts. Library learning experiences need to demand enough of students to keep them interested and also need to be accompanied by the supportive expertise of the school librarian. This article discusses three attributes that can enhance learning tasks in the school library and increase the likelihood of deep learning: (1) Observation-grounded; (2) Concept-oriented; and (3) Value beyond school. (Contains 2 figures and 2 tables.)