Tereza Čapandová

Mapping Visual Literacy in Pedagogy: Different Approaches to Developing Visual Understanding in Contemporary Education

Tereza Čapandová, & Timotej Blažek, Tomáš Koudela, Veronika Vaseková – Faculty of Education, University of Ostrava, Czech Republic

Abstract:

This paper summarises the main findings from a systematic review of the literature on visual literacy in pedagogy and highlights a range of approaches that collectively contribute to a better understanding of visual literacy as a dynamic learning process. The main aim of the paper is to answer the research question: what are the predominant methodological approaches to the study of visual literacy? The answers to this question invite visual literacy educators and researchers to consider how visual literacy pedagogy can serve as a bridge to these “unexpected territories” of the hypermodern world. The paper will show that the studies examined employ a variety of methodologies-from adaptive benchmarking and experiential field-based learning to constructivist, critical, and multiliteracies frameworks – all aimed at developing students’ critical engagement with visual culture in ways that transcend traditional classroom boundaries. By synthesizing these diverse approaches, the paper provides a framework for understanding how visual literacy supports not only interpretive and analytical skills but also the capacity for students to engage with visual content in a critical and ethical manner in an increasingly image-saturated society. These findings underscore the essential role of visual literacy as a pedagogical tool that empowers learners to navigate, interpret, and reshape visual culture.