This chapter reviews classical and contemporary literature that underpins our conceptualisations of ‘dialogic inquiry’ and ‘Communities of Dialogic Inquiry’. The latter represent apprenticeship systems that foster participants’ engagement in socioscientific practices in an informed, critical, responsible, and inclusive fashion. These practices involve novices and experts collaborating to create, apply, and disseminate knowledge through dialogic inquiry. Dialogic inquiry entails involvement in social, communicative, and intellectual activities oriented towards wondering, exploring, discovering and experimenting with the natural and social world in an inquisitive, creative, critical, and reflexive fashion. Through dialogic inquiry, participants promote the encounter of diverse ‘voices and minds’ to pose and respond to queries, generate and apply solutions to problems, and think together by exchanging, contrasting, critiquing, challenging, and negotiating ideas supported by argumentation and evidence. The chapter explains the rationale and main characteristics of the ‘Toolkit for Enhancing Dialogic Inquiry (TEDI)’, which we designed to guide practitioners in promoting apprentices’ competent participation in socioscientific practices. TEDI comprises 20 strategies that operationalise the dialogic inquiry construct. The strategies are organised into three dimensions: Orchestration in Plenaries, Scaffolding in Expert-Novice Interactions, and Collaborative Learning among Peers. The eight dialogic teaching and learning principles advanced in Chap. 4 guide these strategies' enactment.