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This book was written to model how new standards can be met by weaving reading together with cur- riculum goals and inquiry-based learning. This is meant for school librarians and teachers to collaborate whenever possible. However, individual library classes wishing to embark on reading and research learn- ing adventures can easily use these lessons independently. These lessons all aim to graduate compassionate elementary students who can vitally think and are information literate. Inquiry has come of age. Neuroscience research and brain education have affirmed the power of inquiry in the classroom. In the past five years inquiry has driven the heart of the C3 Framework for Social Studies State Standards and the Next Generation Science Standards. AASL built its last two rounds of standards on inquiry, and Common Core writing and reading standards converge in an inquiry model embracing: • Arguments, • Evidence based claims, and • Researching to deepen understanding. Inquiry works because real-world connections ignite meaningful learning opportunities. Problem solv- ing permeates scientific inquiries and civic action in social studies. Technology sustains Generation Z in collaborative inquiries and critically engages them in creating and sharing meaningful projects or products. Inquiry frameworks abound with school libraries as the epicenter of dynamic instruction stretching, nudging, risking, guiding, and empowering. School librarians are the stewards of inquiry process. School libraries are the learning environments where meaningful questions take their first breath and find their beating heart. Previous teacher-directed tasks such as rote essays or bird reports only hatched bureaucratic taskers who mechanically went through the motions, or just plain plagiarized. The shift to inquiry drove students to higher-level thought, long-term formative knowledge, mastery of information literacy skills, and critical thinking. The shift to inquiry found its way lit by a global economy demanding citizens who can question, investigate, evaluate, synthesize, and communicate. The shift to inquiry turned learners into creators of new knowledge. Inquiry gave learners autonomy, choice, voice, and relevance. Inquiry opened the door to wonder, rele- vance, rigor, collaboration, and communication. Inquiry gave children reasons to learn to learn. DID YOU KNOW . . .? New research, such as the 2016 and 2017 McKinsey Study of Drivers of Student Performance in North America and Latin America, validates the efficacy of inquiry with a twist. McKinsey’s analysis of PISA scores qualified the place of inquiry in the learning continuum. Intervals of inquiry—with strong INTRODUCTION