The focus of this inquiry study is young children's learning, and specifically, their use of literacy from their preschool years through age eight. The inquiry study is designed to function simultaneously on two levels: the first level (figure 1) invites study group members to think about themselves as learners, teachers, and scholars. At the outset of the study, the whole group considers the conditions necessary to support all members in collegial, professional conversations throughout the full year inquiry. With colleagues and interested others (the children in the classroom, other members of the school community, parents) each member will be engaged in six interconnected inquiry cycles (figure 2). Through professional conversations, readings, demonstrations, writing, viewing, and representing, study group members will be building upon their current early literacy knowledge base. At all times, members will be urged to critically reflect on their present beliefs and practices and to strive to bring them into alignment. Because, ultimately the purpose of this inquiry is to make a difference in the literacy learning of young children, there will be many opportunities to experiment with--or "try on"--new teaching and learning strategies with young learners, within a supportive learning context. Finally, the inquiry study invites members to explore "critical literacy"--the opportunity to use language in powerful ways to get things done in the world--and to decide what this literacy concept means for members personally and as a member of a professional and school community. An extensive list of professional reading references are appended. (NKA)