This paper reports the findings of a case study that examined the use of digital information resources in an undergraduate geography class. The study assumed a contextual approach and focused on the use of visual and multimedia resources in specific class contexts. The distribution of resources in the class observed for the study varied and depended on the context of use. The findings indicate that visual and multimedia resources played important descriptive and mnemonic functions when students were introduced to new concepts, but their role was limited in the class contexts that required students to analyze and synthesize knowledge. (Contains 3 tables and 2 figures.) [For the complete proceedings, "EdMedia 2012: World Conference on Educational Multimedia, Hypermedia and Telecommunications. Proceedings (Denver, Colorado, June 26-29, 2012)," see ED539862.]