At Bell High School (Los Angeles, California), students have been using video cameras, computers and editing machines to create videos in a variety of forms and on a variety of topics; in this setting, video is the textual medium of expression. A study was conducted using participant-observation and interviewing over the course of one school year (August 1992 through June 1993) to understand how and what students learned in their use of video. The "reading" and "writing" of video texts by these students is viewed as an example of a new form of literacy, one that combines print, video and computer technologies, and one where composers work collaboratively to produce texts which are easily shared with an audience. A number of conclusions were derived from this study. The development of a classroom culture that supports and encourages the use of video is a key part of the overall success of the program. This culture is maintained in part through unequal distribution of student expertise which supports a small group of students with strong technical and social skills. This video culture also sustains itself through the creation of artifacts (videos) which are integrated into the curriculum, myths delivered as testimonials by teachers and students, and informal apprenticeships in technology use. The video production process allows students to develop specializations (acting, technical skills, music) and work collaboratively on projects in ways that are not common in traditional classrooms and the public nature of video text facilitates authentic assessment via the video premiere, although an informal code limits negative feedback. The premiere marks the completion of a project, serves as an inspiration to other students, lets students share their work with an audience of their peers, allows the instructor opportunities for teaching during analysis, and increases "reading" skills through shared, public analysis of texts. (Contains 10 references.) (AEF)