Thomas et al. have defined transliteracy as "the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks" (Transliteracy Research Group). The learner who is transliterate builds knowledge, communicates, and interacts across a range of platforms, tools, and media. This working definition provides a foundation on which to build strategic learning behaviors. The most reasoned application of this understanding of a transliterate learner and integration of it through the curriculum is to make the match to the Common Core State Standards (CCSS). The American Association of School Librarians (AASL) 21st-Century Learning Standards seem prescient in their smooth coherence to the spirit of CCSS. Exploration of the CCSS finds that the standards are replete with references to transliterate learning (CCSS 2010). The crosswalk with CCSS that is available for the four AASL standards is abundant with CCSS English Language Arts matching up to each standard (AASL 2011). Forward-thinking school librarians are readily adopting transliteracy as an evolution of information fluency, technology, and media literacy. The appeal of developing transliteracy proficient students encourages collaboration among technology specialists, classroom teachers, school librarians, resource specialists, and administrators. When collaborative school librarians do their homework, they explore the national content area standards to find commonality. The CCSS are now clearly aligned to school library content area standards. It is up to each school librarian to bring that message home to his/her own school learning communities and to prepare to take the lead. (Contains 3 online resources.)