A study was designed to describe how middle school students select, link, and determine relationships between textual and visual information. Fourteen authoring groups were formed from both eighth-grade earth science classes of one veteran teacher in one school. Each group was challenged to produce an informative interactive laservideodisc project about "weather" for their classmates. Students used hypermedia on Macintosh computers with videodisc players and color monitors for authoring these lessons. Project topics included tornadoes, hurricanes, lightning, storms, clouds, rainbows, and floods. Laservideodisc authoring allows students to define and describe links between visual and textual information. "Authoring" groups used several strategies to complete their projects and were able to produce branching "stacks" on selected weather topics. Student-authored stacks were recorded continuously. These HyperCard records were used to describe the student groups' processes of integrating new information and "authoring." Evidence from student self-reports, audiotape, observations, and products combined to describe a protocol used by students authoring groups with direct control of an intelligent laservideodisc system. (24 references) (Author/KR)