In this article, the author examines some issues linked to the impact of new technologies on teaching. In a 2003 survey, respondents stressed that the priority was to understand "how new media are changing student learning." There are by now numerous studies that attempt to assess how students conduct research and learn in the digital age, but they do not provide a consistent picture of the new generations of students. Teachers and education experts are still exploring and debating how to best address students' needs. A key aspect of this effort is the role played by libraries and librarians. As the universe of information is expanding and changing at an unprecedented pace, both in the library and beyond, librarians have been developing services in support of teaching, arguing that instructors would benefit from their own expertise in helping students become better at using and creating information. Yet surveys suggest that history faculty may not value this role as much as librarians do. The author argues that the communication gap between them leads both historians and librarians to underestimate the contributions that each can make to the enterprise of shaping teaching and learning practices in the digital age. (Contains 4 figures and 84 notes.)