ABSTRACT
In this chapter, formal and informal publication strategies are shared for preservice and inservice English Language Arts teachers in order to continue the inquiry conversation. Building upon the concept of the inquiry community, models are provided of ways to engage with colleagues in face-to-face and digital communities to share findings and ongoing questions and to sustain networks of support. A variety of informal publication options are presented as reciprocal strategies, in which a broader learning community is invited to respond not only as readers, but as co-learners, participating in the investigation of ongoing questions and reflective practice. Ideas and resources for more formal publication in a variety of literacy journals, blogs, and conferences are shared. Readers are left with the goal of creating a dynamic system in which the preservice or inservice teacher, the larger professional community, and the students all benefit from ongoing co-learning.
