From I-Search to iSearch 2.0

Tara L. Alvey, Nathan C. Phillips, Emily C. Bigelow, Blaine E. Smith, Erin Pfaff, Walt Colt, Kevin M. Leander, Bridget Dalton, Jasmine Y. Ma

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


This classroom narrative proposes a process for reinventing academic research and writing in secondary schools for the 21st Century. We build on Macrorie's (1988) I-Search paper, drawing on affordances of Web 2.0 technologies and culture, to initiate the iSearch 2.0 process. iSearch 2.0 consists of four phases: 1) messing about and trying on questions; 2) exploring and expanding the edge of knowledge; 3) publication; and 4) reflection and self-assessment. This new academic research and writing process makes it possible for students to investigate and try out possible research topics, actively participate in the social construction of knowledge, trace sources efficiently, create meaningful products, and distribute information (regarding both the process and products of research) widely. iSearch 2.0 allows students to receive feedback from broad publics during the process of research and also to utilise multiple methods and compositional modes for self-reflection. Assessment strategies for iSearch 2.0 can incorporate interest communities outside the school and should consider the process and products of inquiry.

Original languageEnglish (US)
Pages (from-to)139-148
Number of pages10
JournalEnglish Teaching
Issue number4
StatePublished - Dec 2011
Externally publishedYes


  • Academic research and writing
  • Assessment
  • Collective intelligence
  • I-Search
  • Inquiry
  • ISearch 2.0
  • Messing about
  • Publishing out
  • Web 2.0 technologies and culture
  • Youth

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language


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