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A personal narrative is presented which explores the author's experience of collaborating with a math teacher to let students know about the significance of the subject in their careers and lives.

The authors examine the use of augmented reality (AR), QR codes and badging applications for critical thinking in the classroom and school library. The benefits of using QR codes in enhancing student learning are discussed. According to the authors, careful intension and the consideration of learning goals are essential in the effective use of QR codes, AR and badges.

The article discusses the collaboration between school and public librarians in the U.S. through effective communication. The missions and services of these librarians as well as their role in the total education program, as articulated in the American Association of School Librarians (AASL) Empowering Learners, is discussed. It also offers ideas for these librarians to share, listen and teach students more effectively.

The article focuses on how libraries can be instruments of support for students coping with tragic events. Topics include materials that help understand traumatic events, such as "Always and Forever," by Alan Durant, "The Two of Them," by Aliki, and "Fred Stays with Me!," by Nancy Coffelt, resources that can heal and inspire, such as "Honey, I Love," by Eloise Greenfield, and "The Kissing Hand," by Audre Penn, and support and interactions among librarians, educators, kids, and families.

In this article, the author emphasizes the need for librarians to explore the idea of translating existing library skills lessons to the multiple literacy depicted in the Standards for the 21st-Century Learner" and the Common Core State Standards. The author describes her personal experience of facilitating a district-level professional development program on CCSS and the school library program. She urges school librarians to consider the changes in lesson plan as an attainable challenge.

The article examines "literary nonfiction" as a component of informational texts and considers the links between literary nonfiction and inquiry. The Common Core State Standards (CCSS) introduced a focus on "literary nonfiction" in English/language arts and history and science to support its high expectations for reading. It cites the need to elevate books to meaning-making experiences to offer opportunities for students to turn their reading of literary nonfiction into research and writing.

The article discusses strategies to foster productive, thoughtful and supporting sharing of other technology learning experiences in the school library. It cites digital storytelling where students are simultaneously the storytellers and audience members for their stories. It suggests identifying students with expert knowledge to foster students' curiosity about technology and encourage peer teaching. It suggests allowing students to move around and let their preferences for sharing chairs.