Where we could see any silver linings to the wretchedness of living with the global pandemic, they might have been in the extent to which colleagues and communities pulled together to support each other. In our work, we have long believed that we are stronger together and we have sought collaborative opportunities that have brought us together with colleagues, some of whom are entirely new to us, some who represent long standing professional relationships. As an extension of that collaboration, we have capitalised on opportunities to co-author, believing that writing together has far more advantages than disadvantages. In this symposium we describe how the co- authoring that we completed as part of COST Action 15221 helped us not only to share our Action’s learning and outcomes more broadly, through the dissemination of our work, but how that writing together also helped us to both continue our collaboration, to better understand our collaborative learning and to nurture our community. In the symposium we discuss the co-authoring associated with four parts of the Action which in turn involved collaborative learning and micro-communities namely: • collaborative writing about and within training schools and Short Term Scientific Missions (STSMs) • collaborative editing and co-authoring of a collection of case studies (O’Sullivan et al., 2020) • deliberate conversation as part of co-authoring a chapter (Melonashi et al.) • thinking, talking, and writing – co-authoring using interview (Girgensohn et al.) We use concept mapping (Gravett, 2020) guided by the Action’s 3Cs Professional Learning Framework (COST Action 15221) and Roxå and Mårtensson (2015) work on microcultures to understand our writing and learning processes as we collaborated on these four texts. These understandings revealed insights about our community of writers which may be beneficial for colleagues seeking to use co-authoring for and about collaborative learning.