This paper discusses use of a scaffolded videomaking assignment to encourage students to engage with new literacies -- creation of media that blends text, sound, and imagery -- to expand the range through which students demonstrate knowledge and application of philosophical concepts in everyday Therapeutic Recreation (TR) practice. Technology is transforming the way we have come to value knowledge leading participants to value different models of teaching and learning. By videomaking, and through critical reflection, knowledge synthesis, and teamwork in weekly seminars, students apply knowledge of TR research, practice, and theory presented in an "Advanced Seminar in TR" course to broaden understandings and applications of TR practice. The assignment asks students to develop a focused application of course material on a topic of students' choosing to present to community members and a panel of reviewers (made up of practitioners, TR faculty from AHS and other institutions, and community members) on the video screening day that takes place at the end of the term. This paper describes learning new literacies as a social practice, power shifts through group work, and how scaffolded feedback and the synthesis of theory with TR experiences supports the articulation of a critical and theoretically embedded TR practice.