This book extends current research and scholarship around mentoring and learning theory, illustrating how mentoring creates, enacts, and sustains multidisciplinary learning in a variety of school, work, and community contexts. In so doing, it examines the relationship between teaching and mentoring, acknowledges the rhetorical invention of mentoring, and recognizes the intersection of gender identity (as a cultural and identity signifier or marker) and mentoring. It uses mentoring as a way to reimagine value-added approaches to research and teaching practices in rhetoric and composition.
Table of Contents
2 Building an Investment Approach to Mentoring in Rhetoric and Writing Practice
3 A Feminist Methodological Approach for Locating and Inventing Mentoring
4 Challenging Communities of Practice: How Investment Mentoring Aids Career-Long Learning
5 Investment Mentoring Is Rhetorical Work That Builds Relationships
6 Pedagogical Implications for Rhetoric and Writing Studies: Case Examples of Mentoring in a Residential College
7 Using Investment Mentoring as a Framework for Seeing and Inventing Rhetorical Work
Elizabeth J. Keller is an assistant professor of English and Linguistics at Purdue University Fort Wayne, USA. She specializes in technical communication, workplace writing, and learning theory. Her research examines how, with the help of mentoring, people form relationships that influence their ability to write and communicate, learn, and transfer knowledge over the duration of their career. Her scholarship is available in the Journal of Technical Writing and Communication, Communication Design Quarterly, and Technical Communication Quarterly.