Original scientific paper
https://doi.org/10.59014/ZMER1753
Visual literacy in education
Lana Skender
orcid.org/0000-0002-6666-1325
Abstract
This paper explores the concept of visual literacy in contemporaryart education, with a particular focus on its critical dimension. Through atheoretical, qualitative study using content analysis of relevant literature, itwas established that visual literacy in art pedagogy develops through four keyaspects: cognitive, affective, critical and productive. The cognitive dimensionincludes understanding the visual language, semiotic analysis, and contextualizationof images. In contrast, the affective dimension emphasizes the expressionof emotions and the development of empathy through visual narratives.The critical aspect draws on the theories of authors such as Berger, Mirzoeff,Freire, and Giroux, focusing on questioning power, ideology, and stereotypeswithin visual culture. The productive aspect encourages the creation of originalvisual messages, empowering students to become active participants and meaning-makers. The results confirm that visual literacy goes beyond the technicalreading of images and represents an essential transversal competence of the21st century. Art pedagogy plays a crucial role by integrating theory, practice,and reflection, equipping students for critical interpretation and responsibleengagement within an image-saturated society. The paper concludes thatstrengthening teachers’ competencies and integrating critical visual literacyinto educational policies are necessary to fosterstudents’ development as criticaland conscious readers of visual culture.
Keywords
art education; critical aspect; visual art; visual language; visual literacy
Hrčak ID:
341131
URI
Publication date:
15.12.2025.
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