Meeting student needs requires changes on the part of the librarian. Librarians are trained to help students become 21st century learners by not only finding information effectively and efficiently, but also being able to apply that knowledge in different learning environments. In fact, Abram (2003) states that librarians must “…predict what content students and other users want before they know it exists or even need it” (p. 6). They must have knowledge about different types of resources, technologies and developments in the field of literacy information. They are required to help students locate and organize information. As Carey (1998) says, school librarians should teach children to think rather than memorize and repeat, and students' thinking skills should be transferred to the real world so that they become independent and productive parts of adult society. Collections must be modernized and evaluated regularly to best serve students, and librarians must also be committed to learning and using these services to support the library for the next generation of users. Because today's students of the 21st century are inundated with In a context of ever-changing information and technology, librarians must be able to not only meet their needs, but also propel them into a world of research and learning. Today's student must demonstrate critical thinking and problem-solving skills in order to be successful in their research. Librarians must keep pace with ever-changing technology and teach students how to efficiently search for effective results. They must use available technology, but provide deep and broad services, not just surface services. Abram (2003) states that librarians...... middle of article ...... asks the instructional librarian to "evaluate the home library." assets against these lists, looking for existing coverage as well as gaps in coverage” (p. 221). Because budget is a major concern for any educational librarian, any inventory matching the "collection" list must be documented so that funds are not spent to acquire duplicate materials. Any items needed by teachers and/or students but not currently available should be part of the ordering process, budget permitting. So how does the student benefit from the instructional librarian's quest to become a “know-it-all” of the program? Todd (2002) finds that "improvements are seen in student learning outcomes, particularly in state test scores, when it can be demonstrated that the school library has a carefully articulated instructional focus that promotes development of… new understandings and ideas” (p.. 3).