This article reports on two academic courses related to visual literacy: Videology and the Internet. The two projects are examples of how young learners can be educated and prepared for a visual world via courses in visual literacy. The article provides an overview of the impact of television on American society, describes each project, discusses the course goals, the equipment used, and the instructional philosophy and methodology. The Videology course focused on the creation of video projects utilizing state of the art digital editing technology. The course introduced students to the theory and practice of desktop video production using camcorders, desktop computers, and software. The main goal of the Videology class was to teach students communication skills through the use of video. Instructional objectives included "learning to read, write, and communicate using correct video terminology"; "planning and producing short video programs that communicate effectively"; and "communicating messages and information to others using the language of visuals and sound while working cooperatively in teams." Objectives for the Internet course included: "creating a word document"; "sending and reading e-mail"; "scanning a picture"; "searching the net"; and "creating a webpage." For both courses, the instructional methodology encompassed a combination of techniques from repetitive tasks that needed to be memorized to intuitive methods of trial and error. The Internet course also involved several additional approaches which included "Behaviorists' methods" and"Constructivist's methods." This paper includes several graphs and pictures of the video projects created by students. (JAK)