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We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be used as tools to support inquiry-based science, and (ii) how do reading and writing benefit when embedded in an inquiry-based science setting? After elaborating the theoretical and empirical support for integrated approaches, we discuss how to support their implementation in today's complicated curricular landscape.

A Blueprint: Maker Programs for Youth is just what it sounds like, directions for starting a maker program. It may have ideas that will be helpful to teams as they design their science-literacy projects.

The researchers documented a prospective science teacher's struggle to make sense of an online content literacy course that attempted to strengthen her capabilities to combine skills-based instruction (reading) with concept-based instruction (science). S