Abstract
The main goal of empirical research into media literacy of eighth grade students of the compulsory school system has been to determine the level of recognizing and understanding of both visual and non‐visual codes that go to make up a motion‐picture story. Students who had not had media education at school were asked to recognize and define the denotative and cognotative values of signs: visual codes and group of codes used for reporting time, space, size and psychological states, as well as non‐visual codes and the narrative structure. Results have shown that the knowledge about value does not guarantee the understanding of the code. In the process of comprehension, the narration of the story in a motion‐picture is separated from the film narration used to mediate the same story, and therefore the latter is of a lesser importance in understanding the motion‐picture which tells a story.
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