This article describes graduate mentorship experiences at the Writing, Information, and Digital Experience (WIDE) research center at Michigan State University and offers a stance on graduate student mentorship. It describes WIDE’s mentorship model as feminist and inclusive and as a means to invite researchers with different backgrounds to engage in knowledge-making activities and collaborate on projects. Additionally, the article explains how WIDE enables growth for its researchers, teachers, and leaders. To illustrate these ideas, the authors provide multiple perspectives across faculty mentors, former graduate students, and current graduate students in order to discuss how WIDE researchers practice mentorship and how this mentorship prepares students for future work as scholars and researchers. Finally, the article suggests ways other research centers can adapt WIDE’s approach to their own institutional context.

This essay considers the dispersed Samaritan manuscripts as a challenge for digital and rhetorical scholars. Although the entire Samaritan population of 760 lives in Israel and the Palestinian Authority, most of their manuscripts are housed in libraries, collections, and museums across the world. Drawing on interviews and archival research, I introduce the term textual diaspora to describe how some Samaritan Elders are strategically thinking about the future digital delivery of manuscripts in diaspora, and I suggest the importance of engaging with stakeholders when building digital repositories in the humanities.

While a number of scholars have discussed a need to retheorize the fifth canon in the age of the digital (K. Welch; Trimbur; DeVoss and Porter), the field lacks empirical research on rhetorical delivery itself (Rude). By examining one case example from a larger research project, this article explores how practitioner stories can challenge and expand existing theoretical frameworks of rhetorical delivery to include insights from practitioners' knowledge. This article argues that gathering qualitative case examples is a useful, though by no means exhaustive, methodological research framework for studying rhetorical delivery.

We propose that new concepts are needed to discuss increasingly common rhetorical practices that are not closely aligned with the ways in which rhetorical delivery has historically been situated. We are specifically interested in situations where composers anticipate and strategize future third-party remixing of their compositions—composing for strategic recomposition—as part of a larger and complex rhetorical strategy that plays out across physical and digital spaces.

Th is article outlines one potential model for a graduate–level course in community literacy studies. Ellen Cushman and Jeffrey Grabill taught this course for the first time at Michigan State University in the spring of 2007. In this article our colleagues with varying disciplinary backgrounds reflect on the course, its readings, and their theoretical and practical understanding surrounding many of the central questions of this new discipline: what is a community? What is literacy? What is community literacy? And what does it mean to practice “community literacy”—to write, to speak, and so on? After a wide discussion of course experience from several student colleagues in the course, Cushman and Grabill reflect on their course objectives and point toward future incarnations of the course.