This document presents a comprehensive theoretical framework explaining how academic video content is created, stored, disseminated, retrieved, used, evaluated, and updated within digital learning environments. Drawing from Lancaster’s (1978) Information Transfer Cycle, the study adapts the model to modern digital ecosystems. This also distinguishes between born-digital and made-digital (digitized) academic videos and analyzes how information flow differs between these two formats. It argues that born-digital content demonstrates greater efficiency, richer metadata, smoother dissemination, and stronger preservation potential, whereas made-digital content faces challenges related to digitization quality, metadata reconstruction, and long-term sustainability. A major contribution of the study is its detailed, stage-wise model of the digital information transfer cycle for academic videos, comprising eight stages: Creation and authorship, storage and organization, transmission and dissemination, search and retrieval, utilization and learning, feedback and updating, evaluation, course revision and new content creation. The document also addresses the emerging issue of AI-generated academic videos, clearly establishing that authorship remains human-centered, as AI systems lack legal and intellectual agency. This position is supported by international copyright and LIS standards. At a macro level, the study situates academic video flow within a global knowledge ecosystem involving Learning Management Systems (LMS), Content Delivery Networks (CDNs), Open Educational Resource (OER) repositories, metadata aggregators, and recommendation algorithms. It highlights the role of metadata standards, classification systems, indexing methods, and AI technologies in enhancing discoverability, accessibility, and learning outcomes. Overall, the document provides a theoretically grounded, well-structured, and policy-relevant analysis of digital academic video dissemination, offering a unified model useful for researchers, educators, librarians, instructional designers, and platform developers.