The parameters of the study centered on two high school media production students involved in the production of an original, long-term, independent video project. A prolific body of research exists on the instructional effectiveness of film and television viewing, and an expanding body of literature advocates instructing students in critical viewing skills. Research concentrating on the student as media producer, however, remains scarce. This instrumental case study connects the findings to existing concepts raised in the literature to develop theoretical issues based on a constructivist, symbol systems perspective on media literacy. The findings suggest broader implications for student thinking and understanding that connect to theoretical issues from the literature.
Discussion includes recommendations for further research.
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