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At UMass Amherst, I teach “Media, Technology & Culture,” “Media Criticism,” “Journalism Ethics,” “Web Design for Journalists,” and “Science Journalism.”

A major goal of mine is to support students in engaging directly with the work of the scholars and industry observers writing and speaking about their field. The readings for my undergraduate classes therefore often include journal articles, chapters of books from university presses, and other readings more typical of graduate-level courses. In my work as a professor, I view my role not as the person who delivers you a bunch of summarized research, ideas, and debates, but rather as the person who’s there to support students as they engage directly with the sources of contemporary research, ideas, and debates.

A good analogy would be visiting an unfamiliar country with a traveling companion who knows the culture. You may not be familiar with the language or the history of the place, or you may have an outsider’s view of these things. A good traveling companion is one who can help you to engage with the locals and the regional culture without getting in the way of you experiencing things for yourself. Wherever possible, s/he facilitates your interactions and conversations rather than becoming a filter for them.

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This is inevitably a bit of a balancing act on the part of a traveling companion. Even when s/he is dedicated to giving you the most direct experience possible, s/he is nonetheless inevitably tasked with boiling down regional turns of phrase and the larger contexts in which you find yourself—things which may have long and complicated histories—in ways that allow you to engage immediately with the conversation and the task at hand. This is invariably a messy process that involves your guide filtering questions through the lens of personal biases and experiences. Often the questions of tourists are the ones that most thoroughly test the boundaries of locals’ knowledge and assumptions.

My job is no different from the traveling companion’s in these respects. The best I can do is to try always to be vigilantly self-aware, to be frank about my biases and the boundaries of my experience, and to always be willing to say, “I'll find the answer for you,” even when I might get away with saying, “I know the answer.” Student questions help me with this process. In fact, as with many professors, some of my best research questions come out of conversations with my students. Their questions force me to confront the limits of my knowledge, to understand what I need to learn more about in order to help them, as well as to become a better scholar. The phrase “learning communities” has become an oft-abused buzzword at universities—so much so that I hesitate to use it. But whatever phraseology I might invoke, the underlying truth remains that when higher education is working at its best everyone grows and learns together in a collective that includes both students and their professors.

Through the implementation of a “flipped” classroom and other strategies, I have done my best to design classroom experiences that facilitate lively critical conversations to this end. I also hold that an engaging course is one in which students are cognizant of what they will be able to do with the skills and concepts they are learning, and glean from them a sense of personal accomplishment, while at the same time developing a critical understanding of the field they are studying and the work they are doing.

All of us inevitably do most of our learning outside of formal education contexts—the role of a good course, and a good professor, is to equip students to make the world their classroom, to teach the tools and critical thinking skills that will enable students to continue to glean the best learning opportunities from their experiences long after they’ve left a particular course or university.

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—Nick Couldry, author of Media, Society, World: Social Theory and Digital Media Practice

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—Valerie Belair-Gagnon, Executive Director and Research Scholar, Yale Information Society Project and author of Social Media at BBC News: The Re-Making of Crisis Reporting

“In an era of always-on media, it’s easy to forget how information reaches our screens—and yet that process of distribution, often following a tangled path through digital intermediaries, is an increasingly central part of media work. Meanwhile, scholars have remained focused on media production and consumption at the neglect of distribution. This book tackles that problem head-on, providing a richly constructed analysis of networked distribution systems and the ‘heterogeneous engineering’ behind them. Just as important, this book makes a key interdisciplinary contribution—an artful synthesis of journalism and television studies and the systems-focused insights of science and technology studies.”
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—Mike Ananny, Annenberg School for Communication and Journalism, University of Southern California