The grammar of visual literacy within the world of interactive media

Abstract

In interactive media, it is the spaces between the text that are as important to read as the text itself. Visual literacy is a vital form of reading in an increasingly pictorial world. This paper examines the grammar of visual literacy by analysing the discourse of a group of adolescents and the way they interpret multi-layered, seriated and framed visuals from a personal, socio-cultural and structural perspective. The paper proposes the case for art education within a literacy context.