An historical review of definitions of visual literacy is summarized by the statement, "the transmission of meaning visually is what visual literacy is all about." To be visually literate is to be able to gain meaning from what we see and to be able to communicate meaning to others through the images we create. Three assumptions, taken from the 22nd Annual Lake Okoboji Educational Media Conference, are adopted: (1) visual literacy can be learned, (2) visual literacy can be taught, and (3) visual literacy can be evaluated. These concepts are used to discuss the application of visual media in conjunction with written/spoken language. Visual-verbal discontinuity is described as a serious communication problem which can best be avoided by developing a better understanding of the parallels and differences between spoken/written language and visual language. Vocabulary, grammar, and figures of speech (with special attention to examples of trope and metaphor) are addressed, as well as comics and advertising. Five tentative rules of thumb for more effective visualization conclude the presentation. Twenty-two references are listed. (Author/LLS)