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Now is an exciting time to be involved in educating our next generation. The way we think about education and our approach to teaching is continually evolving, and our libraries are also undertaking a parallel evolution. They are no longer dusty, silent spaces where the main function is to store and catalogue books. Today’s libraries are becoming vibrant spaces for information seeking, sharing, creating, and communicating new learning. They encompass the best traditions of our old-world libraries while embracing multiple pathways to supporting, connecting and collaborating in our new educational environments. Twenty-first century librarians like me are still there with the right book for the right reader at the right time, but we are also enthusiastic mavens, passionate knowledge-seekers, and committed communicators in this burgeoning landscape.

Collaborative practice which acknowledges differentiated learning needs of students, diverse long term educational outcomes, and acknowledges the respective skill sets of both teacher and librarian in delivering a curriculum which embraces the future focused needs of 21st century learners – to be literate and numerate, critical and creative thinkers, active seekers, users and creators of knowledge, informed decision makers, and active participants in their future world. Looking at the journey of two school library managers and their diverse school communities, both involved in the Otago/Southland Information Literacy Project from June 2007 to November 2008. This project, commissioned by the National Library of New Zealand in collaboration with the Otago University Education Department and the New Zealand Ministry of Education, involved the participation of librarians and teachers from seven schools from the Otago and Southland regions of New Zealand looking at a collaborative approach to student learning outcomes and focused on year 8 students.

History Detectives in Action (HDIA), a programme designed to engage students, spark curiosity and prompt historical critical thinking in the social sciences, particularly suited to the new Aotearoa New Zealand Histories Curriculum (ANZHC), incorporates the principles of Universal Design for Learning and collaborative practice to expand teacher confidence and capacity to enact a place-based approach through embracing primary source materials. Additionally, HDIA provides the impetus for genuine and personal interactions with local history where engaged learning through active participation provides a more authentic learning experience.  Findings showed teachers' confidence and mindset to employ primary sources as an introduction to local history beyond the classroom increased, and collaborative partnerships with a professional librarian were acknowledged and valued. Moreover, student curiosity, engagement and active participation were noted by all teacher, archivist and teacher-aide participants.   As the ANZHC continues to be embraced by schools and other curriculum areas are refreshed through the Understand-Know-Do framework, there is a presupposition of meaningful local design to learning progressions and the HDIA approach provides a practical and applicable vehicle for teachers in both primary and secondary schools where an integrated, interdisciplinary approach is the expected outcome.