Teacher-librarians have implemented collaborations, becoming facilitators of literacy development throughout their schools as library research moves into multimodal forms. For instance, Wolf & Jordan (2006) studied teacher-librarian collaboration with third grade students researching and writing within a unit on severe weather preparedness. The author's findings working within her school mirror Wolf & Jordon's findings in areas such as learning to paraphrase from sources, differentiating rates of progression through the writing process, and the development of traditional library skills without using traditional teaching methods. The author and a second-grade teacher, Nancy, had collaborated on projects before within a writing workshop framework and understood how writing workshops are used with English learners to build upon the strength of their home language while developing their English. Their collaboration utilized their combined teaching expertise as well as the library and the classroom. This article describes their collaborative development of an inquiry writing workshop. (Contains 4 figures.)