Abstract
Within the past few years much attention has been paid to visual literacy. We are particularly excited about the research done examining the visual texts being produced in English language arts classrooms. Burnaford, Brown, Doherty, and McLaughlin reviewed this research (2007) and concluded that while literacy and the arts had obvious connections, the idea that literacy instruction 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, Harste, & Albers, 2010). Ann Hass Dyson (2006) has gone so far as to argue that the ability to understand how visual literacy infl uences and constitutes one’s cultural and linguistic experiences must be part of the school’s everyday literacy practices.
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