In this article, the author responds to Dr. Shoemaker's review of her recent book. Their disagreement lies in differing definitions of collaborative learning. Dr. Shoemaker describes collaborative processes as privileging the affective over the cognitive, and minimizing engagement with content. He notes that the author supports the involvement of students in the learning process over the "traditionally esteemed role of transferring content." The author believes that this comment misunderstands collaborative learning and her description of it because what she wrote was that "It is far more important for us to help [students] develop information-accessing abilities, information-critiquing abilities, and information-integrating abilities than it is that we transfer content to them." That is not to say that content is not important, but rather that it must be given "full" importance by requiring students not only to be able to receive it, but also to search actively for it, judge its authority, and to be clear about any decisions they might come to in using it. (Contains 1 footnote.)