Many community stakeholders are experiencing increased pressure to enter the digital arena in order to be heard by new audiences, but many such stakeholders lack the technical expertise to do so. To meet this demand, some service-learning teachers are turning to digital media production as a new method of service. This approach to a service-learning pedagogy brings with it inherent complications, however. We believe these complications call for a re-orientation of service-learning projects around a model of distributed knowledge work. This model asks students to view themselves as budding professionals entering into community networks that preexist them. It also requires students to deeply share their knowledge-making practices with community stakeholders.