ABSTRACT
Within the past decade more attention has been paid to visual literacy. This is particularly exciting, especially with the proliferation of visual messages that we encounter daily. Burnaford and her colleagues reviewed research (2007) on the arts and literacy and concluded that while these two disciplines had obvious connections, the idea that literacy instruction and research should help students develop frames for talking about visual texts is new in all too many schools (Albers, Harste, Vander Zanden, & Felderman, 2008; Marsh, 2006; Rowsell & Pahl, 2007; Vasquez, Albers, & Harste, 2010). Ann Hass Dyson (2006) has gone so far as to argue that the ability to understand how visual literacy influences and constitutes one's cultural and linguistic experiences must be part of the school's everyday literacy practices.
