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Buchanan, S., Harlan, M. A., Bruce, C. S., & Edwards, S. L. (2016). Inquiry based learning models, information literacy, and student engagement: A literature review. School Libraries Worldwide, 22(2), 23-39.
Ellinger, J. (2019). Reflection on the use of process oriented guided inquiry learning in science-focused English classes. Eruditi: The CGCS Journal of Language Research and Education, (3), 29-40.
Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of inquiry-based learning on students' science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3(2), 16-38.
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools - A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
Hapgood, S., & Palincsar, A. S. (2006). Where literacy and science intersect. Educational Leadership, 64(4), 56-60.
Kuhlthau, C. C. (2010). Guided inquiry: School libraries in the 21st century. School Libraries Worldwide, 16(1), 17-28.
Kuhlthau, C. C., & Maniotes, L. K. (2010). Building guided inquiry teams for 21st-century learners. School Library Monthly, 26(5), 18-21.
Pearson, P. D., Moje, E., & Greenleaf, C. (2010). Literacy and science: Each in the service of the other. Science, 328(5977), 459-463.
Wilson, C. D., Taylor, J. A., Kowalski, S. M., & Carlson, J. (2010). The relative effects and equity of inquiry‐based and commonplace science teaching on students' knowledge, reasoning, and argumentation. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(3), 276-301.