To cover everything, they often must race through mandated chunks of content knowledge, making it impossible for students to savor and reflect on any new ideas that might motivate them to read personally interesting materials outside of class. This is a lost opportunity for students to engage in authentic reading and learning on their own terms. Speed and overwhelming comprehensiveness are the perfect breeding ground for "readicide" (Gallagher 2009), but it does not have to be that way. The current abundance of high-quality nonfiction offers compelling reading that may ignite student interest in the midst of the drive for all-inclusiveness. This compelling nonfiction has the potential to reverse student indifference to academic content, and enhance students' willingness to read because well-written nonfiction turns distant times, distant places, and the abstract into real and compelling drama. To promote nonfiction, it is important to know what the teachers are teaching and when. The school librarian should be actively involved in curriculum development, serving on related committees, and proactively seeking out teachers to discover what units they teach and when. School librarians can be a huge influence in remedying readicide if they provide lively nonfiction that will engage students' curious minds and serve as a learning tool complementary to their textbooks. (Contains 1 figure.)