Pupils with poor reading literacy levels struggle to achieve good levels of scientific literacy. This study investigated the use of digital video production as a method of improving literacy levels among low achieving Year 7 science pupils. Based on an existing theoretical scale of literacy in science, an assessment was developed, which assessed pupils’ nominal, functional, conceptual and multidimensional aspects of literacy. It was found that the use of digital video recording in the lessons prior to the assessment significantly improved pupils’ levels of nominal and functional literacy in science, and in most cases also enhanced their conceptual and multidimensional literacy. The implications for teaching and learning described in this study are extensive and cross-curricular.