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Beach, R., Campano, G., Borgmann, M., & Edmiston, B. (2015). Literacy tools in the classroom : Teaching through critical inquiry, grades 5-12. New York: Teachers College Press.

Daniels, H., Zemelman , S., & Steineke, N. (2007). Content-area writing: Every teacher's guide. Portsmouth NY: Heinemann.

Litman, C., & Greenleaf, C. (2017). Argumentation tasks in secondary English language arts, history, and science : Variations in instructional focus and inquiry space. Reading Research Quarterly, 107-126.

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There were so many suggestions in Daniels, et al of activities where students write in pairs or groups. I want to create collaborative Google docs in the library where students can share their thoughts on specific books. Trading knowledge + writing + collaboration = win (Daniels et al)

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By increasing their inquiry space, allowing them to choose what they research, what they write about, I increase their level of buy-in and engagement (Litman & Greenleaf).

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One of the advantages I have in the library is seeing students before and after class. I want to create research inquiry writing projects (like iSearch projects) and give them time to "sit" with their ideas before they commit to the topic. I can give them the gift of time to develop their ideas, and my additional help outside of our class time in the library (Daniels, et al).

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Prior to beginning any research project, I want students to spend time jotting down what they already know about their subject or what questions they have, what they are curious about, why they chose it. Anything that might give them a sense of direction before beginning their inquiry (Beach, et al).

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Modeling the ups and downs, obstacles, dead ends, narratives that go nowhere, characters that don't do what you want them to do shows students that everyone (including their teacher) face the same challenges when trying to take their thoughts and write them down (Daniels et al).