Perhaps the greatest delight in teaching is watching students realize that debates are often not what they initially appear. I relished this transition in particular this fall, when my freshman working on an argumentative paper about the future of journalism began (mercifully) to drift from her original question—echoing the panicked buzz of so many alarmist headlines—“is print dead?” towards the infinitely more sophisticated “what does it mean to digest journalism digitally and how does this readership mode both continue and differ from others?” Inspired by the impending election, she asked her classmates during a draft review clinic whether she might discuss how election coverage played out online through social media—moving beyond the articles on news outlets themselves to address the ways topic circulated via Facebook walls and even enjoyed a second life as memes. The class seized enthusiastically on this question and began referencing images they had seen “reporting” the campaigns’ myriad gaffs and malapropisms. Everyone giggled when I pulled up one of my personal favorites from the recent presidential debate entitled One Meme to …