This study includes the educational utilization of Visual-culture digital-products, such as a documentary film, photographs, and historical texts. The research aim was for the students to develop visual literacy and enhance historical understanding through critical thinking by using products of visual-digital culture. Through the research questions, we examined (1) the integration of semiotic interpretation of visual representations on the Ellis-Island European immigration to the USA, and (2) the change of content understanding, image interpretation, and emotional interpretation by students after the use of visual-digital culture. A didactic intervention was conducted for 16-20-year-old students, according to our visual-literacy method by taking into consideration the assumptions of Burke, and Avgerinou and Petterson. The comparative results of the action-research three phases were presented with data-visualization about content understanding, image interpretation, and emotional interpretation of immigration. Conclusions were drawn regarding the acquisition of visual-literacy skills according to the students' social representations. Suggestions were also formulated.