In light of emerging technologies prompting new avenues for teaching and learning, students are positioned to "create" to learn, with video production being an important process for literacy development. There is a growing need for innovative instructional practices in reading and writing that are aligned with student interests and the activities they engage in outside of the classroom. Connecting video production to school reading and writing experiences taps into a student's natural predisposition for media consumption and production. This article presents a project-based inquiry process that merges students' growing interest in grassroots video with educational goals that are aligned with state and national curricular standards. Through a five-phase process--ask a compelling question; gather and analyze information; creatively synthesize information; critically evaluate and revise; and publish, share, and act--students are engaged in reading, writing, and creating a video product that captures their multimodal learning of academic content. (Contains 6 figures.)