Scholars are increasingly expected to share their knowledge through different media besides the  written publication but struggle to do so. How might they teach their students the skills to do so? This article argues that Practice as Research, developed by practitioners venturing into academia, provides a useful framework for shaping research outcomes into, for instance, video essays or interactive narratives. It is especially valuable for undergraduate students aiming to increase their knowledge and understanding of media through practical work, as it trains them in both practical and academic skills. This gives Practice as Research an added value in academic media studies curricula. This article is based on a case study of an advanced practical course for film and television students at Utrecht University and relies on course assignments, feedback conversations, and auto-ethnography. As this article was authored by the course lecturer and two students, it provides insight from multiple perspectives.

Practice as Research, self-directed learning, inquiry-based learning, productions studies, auto-ethnography, film practice, interactive narratives
Netherlands Institute for Sound and Vision
dx.doi.org/10.18146/2213-0969.2018.jethc140
VIEW Journal
Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
VIEW Journal of European Television History and Culture; Vol 7, No 13 (2018); 31-54

Sanders, Willemien, Everts, Daniel, & Van Vugt, Bonnie. (2018). Crossing the Theory-Practice Divide: A Multi-Perspective Reflection on a Practical Course for Film and Television Students. VIEW Journal, 7(13), 31–54. doi:10.18146/2213-0969.2018.jethc140