This paper (1) presents observations about the major paradigms and assumptions that have historically shaped media research; (2) encapsulates the activities, thinking, and paradigms of the present; and (3) reports on a study in which 100 theoreticians and researchers were asked to respond to 50 hypothetical statements about media in the learning process as a way to sample current points of view. From the 42 responses, frequency data were determined for each of seven categories on a "valid to not valid" scale and for the choices of whether a particular statement was important or not important for research. Most of the statements that were regarded as valid and important for research followed the research paradigm that is looking for a match between the coding (critical elements in media) and the repertoire of the learner. Also provided are the Questionnaire on Theories about Media and Learning and the study data for the 42 respondents. (LMM)