The emphasis on 21st century learning practices in Australia has led to a paradox of concerns in the field of teaching. This paper examines dual deficiencies related to teaching film in the subject of English; being the lack of contextualisation and authenticity in traditional modes of film study, and the widening gulf between teachers and students in regards to exponentially emergent media technologies. The application of a paradigm based on the usage of film grammar provides a solution to these ongoing issues, with students moving away from the identification and analysis of film techniques towards more authentic application of cinematic skills in order to become active meaning-makers, and to cultivate competencies in "produsage" (Bruns, 2008) that are more conducive to increasingly complex work spaces.