Trimbur uses circulation and delivery synonymously because “delivery must be seen as inseparable from the circulation of writing and the widening diffusion of socially useful knowledge” (191). He states that “delivery can no longer be thought of simply as a technical aspect of public discourse. It must be seen also as ethical and political - a democratic aspiration to devise delivery systems that circulate ideas, information, opinions, and knowledge and thereby expand the public forums in which people can deliberate on the issues of the day” (190). Trimbur highlights “the various moments in the circulation of commodities…not as a series of separate events taking place in a predetermined order over time but dialectically, as mediations in mutual and coterminous relations that constitute the capitalist mode of production as a total system” (206). Circulation, then, is “a historically contingent process of interdependent moments” (206).
Trimbur states, “There is a great need…to problematize expertise, to find ways to rearticulate it within the circulation of knowledge” (216). In other words, expertise is not assigned from the outside; it is part of the circulation cycle. To bring the cycle back into our classrooms, then, Trimbur believes we and our students should discuss the exchange and use value of our productions as well as “contradictions between experts and lay people” (191).