The Common Core Standards (CCS) movement represents a double-edged sword for school librarians. On the one hand, it gives prominence to inquiry skills and interdisciplinary collaboration, reinforcing the profession's efforts to infuse inquiry into the curriculum through collaborative planning and co-instruction between classroom teachers and school librarians. On the other hand, it places inquiry skills firmly under the umbrella of English/Language Arts and, in so doing, suggests a redundancy of effort that school boards can (and have) used during these adverse economic times to justify the elimination of school library positions. School librarians know that this apparent redundancy is a mirage. When the CCS are examined closely, it is evident that they take a traditional approach to the research process. That Common Core (CC), a national movement toward rigorous standards, could ignore the significant contributions of the school library field to the understanding of the research process remains troubling. The chorus played an integral and critical role in Greek theater. Although chorus members were not given individual roles in the performance, the chorus as a whole played a pivotal role representing the interests of the audience and the community, providing background context, summarizing actions, and critiquing the major themes of the play. As school librarians concentrate on the nature of the cognitive skills employed under the umbrella of information literacy, the insights they gain and the models they develop will enrich the theory and the pedagogy of the school library field. Then, having deepened their own field, they can relate their findings to scientific thinking, mathematical thinking, and even the writing process. Like the omniscient Greek chorus, school librarians can broaden the horizons of all their audiences, encouraging students, faculty, and the public alike to consider the similarities and differences in research as it unfolds across all disciplines.