ABSTRACT
Visual literacy is a fluid term which can change depending on its context. In its natural home, the subject of Art, definition of the term predictably becomes a rather complex affair, purely because of the multitude of concepts and technical ideas that must be taken into consideration. When it comes to applying the term to Literacy, we must necessarily adjust our understanding of it to better fit the subject. In order to make our study of visual literacy both relevant and useful to the English curriculum, it is important to build our definition around existing literary and linguistic concepts. In other words, it must fit comfortably within the landscape of the present curriculum while at the same time adding something new and worthwhile.
