With the widespread adoption of the Common Core State Standards (CCSS), classroom use of information texts is increasing. CCSS mandate an emphasis on the use of these texts so that students become adept at reading and comprehending complex information in order to write compelling arguments. Students are encouraged to read, write, and engage in research using these sources. Clearly, an assessment of the library's nonfiction collections is essential and librarians need to rethink the selections they make when booktalking, storytelling, or lesson planning. Selecting informational texts for the school library has traditionally revolved around guidelines that consider a title's aesthetic qualities--i.e., text, illustration, and design. These criteria include: (1) Text; (2) Illustration; (3) Accuracy; (4) Layout/Design; (5) Point of View; (6) Organization; (7) Approach; (8) Bias; (9) Reviews and awards; and (10) Annual Lists. The increased emphasis on using information books in libraries and classrooms make it imperative that librarians look beyond the traditional selection criteria noted above. Today's students are expected to not only find and interpret information, but to be spurred on to further inquiries of their own. With that in mind, this article presents suggestions from experts that are also helpful in selecting informational titles.