Inquiry-based media literacy is an increasingly important component of an educator's toolbox. The author's own concerns about definitions of media literacy have given way to a focus on establishing clear goals for media literacy education. The National Association for Media Literacy Education (NAMLE) articulates these goals: "The purpose of media literacy education is to develop the "habits of inquiry" and "skills of expression" needed to be critical thinkers, effective communicators and active citizens in today's world." No matter what the next new gadget is, students will need to be able to analyze the content to which it provides access, reflect on the meaning of that content for themselves and others, and evaluate its utility for accomplishing their own communication tasks. The essence of inquiry-based media literacy education is asking questions. Inquiry comes naturally to most children. When media literacy education provides an outlet for young students' curiosity, children embrace it enthusiastically, because, as the old advertising slogan goes, inquiring minds "want" to know. In this article, the author discusses a new role for library media professionals as logical coordinators for inquiry-based media literacy education efforts.