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
English Teaching: Practice and Critique Volume 10, Number 4, ISSN 1175-8708
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. (Contains 1 table and 1 figure.)
Alvey, T.L., Phillips, N.C., Bigelow, E.C., Smith, B.E., Pfaff, E., Colt, W., Leander, K.M., Dalton, B. & Ma, J.Y. (2011). From I-Search to iSearch 2.0. English Teaching: Practice and Critique, 10(4), 139-148.