ABSTRACT
This chapter utilizes vignettes from the collaborative groups to illustrate how communities of practice evolved and collective knowledge was shared and created during the literacy events of guided reading, partner discussions and Socratic Seminar. Daniels and Ahmed described another way to effectively grow a classroom community using mini-inquiries to engage students in multiple literacy practices with a range of social studies topics. Establishing the links between inquiry and collaborative learning involves creating a learning environment and relationships built upon trust and respect that enable all members of the community an opportunity to flourish. Sitting among each other immediately diffuses the power structure to one of shared learning where teachers and students are seen as consumers and producers of knowledge working alongside each other. The powerful dynamic that developed not only sparked student and teacher interest in teaching and learning in the moment, but had long-term implications in that it shifted the way students and teachers viewed teaching and learning.
