In this article, we theoretically explore how the deliberate use of video during literacy field experiences creates a text that can be read by triad members and can ameliorate the problem of relying on memory to engage in reflective conversations about literacy teaching and learning. The use of video, tools, and interactions with knowledgeable others to facilitate the reflection process is discussed. We also write about the ways video can be used within the triad model of supervision to develop the pedagogical content knowledge of prospective teachers, inservice teachers, and university supervisors.