Higher education institutions are prodigious content producers. Although there are long-standing policies in place to permit the curation of instructional content and of the transactional artifacts of the learning experience, librarians have traditionally concentrated more attention on research. This stance is quite justifiable given the massive amount of research data being generated today as a result of revised data-planning requirements by grant-funding agencies. However, with the tacit rules governing instruction and with market pressures rapidly evolving, has the time come for librarians to intentionally curate instructional content, in all its unwieldy diversity? And as we come to better understand the lasting value of data analytics, what would be the consequences of inaction?