Conceptualizing literacy as multidimensional, this study explores the intersection between literacy integration and children's literacy engagement by investigating how a researcher's workshop guided practice in integrating literacy with social studies. A year-long qualitative case study approach was used to examine how children actively engaged with literacy across three inquiry-based workshop units, attuning to the multifaceted dimensions of their literacy practices and the transformative impact on pedagogy and learning. This research bridges literacy integration and children's literacy engagement, offering insights into children's experiences of literacy learning beyond the school-centric "literacy block." Findings demonstrate that educators can cultivate an inquiry-rich classroom environment by genuinely valuing students' wonderings and questions and integrating social studies content that aligns with literacy-based curricular goals.