In an effort to explore digital literacy in practice, this paper investigates how students evaluate digital video for use in assignment work. Students sourced content for a written assignment from a selection of videos housed on an online repository and reflected on their choices. The study examines the key areas influencing the use and evaluation of digital video for assignments such as digital literacy, the learning value of video, and strategies for integrating video. This paper examines students' experiences using video for assignment work and pays particular attention to their evaluation of video content and their reasons for selecting videos. Findings show that students select video based on its relevance to their existing knowledge, ability to develop their arguments, and on the source and quality of content. Students display key elements of digital literacy when provided with an authentic task, and the appropriate strategies and content to accomplish this. The work also presents a series of recommendations and considerations for future work in the area.