Participatory web-based technologies have the potential to change the way scholars engage in scholarship. One reason Web 2.0 technologies, such as online social networking, are not widely integrated in PreK-12 and postsecondary education is the lack of modeling by educators. Their lack of research-based best practices limits the ability to capitalize on learners' engagement with Web 2.0 technologies outside of school to change formal Web 1.0 classroom-based lessons. Such a lack of knowledge prevents both novice and senior scholars from cultivating the "serious online lives" (Lankshear 2007) that would help them discern overly hyped from educative uses of participatory technologies. In this article, the author proposes to examine the concept and application of "social scholarship" and to provide examples for K-12 and postsecondary educators and students who seek to integrate social scholarship into their research practices. As educators and students reflect on and re-envision what they do as scholars--using web-based social networking tools to enact semi-public virtual selves and become intertwined with the work of their peers--their use of these tools may, in turn, provide greater insight into their own scholarly attitudes and practices. Here, the author looks at some of the tools that provide social scholarship opportunities.