Many disciplines, including semantics, linguistics, philosophy, psychology, and the practical arts, have contributed to our knowledge of visual literacy. Insights these disciplines have made about the nature of meaning, art, or perception apply to visual literacy. If, as some studies indicate, some children are visually rather than verbally oriented, training in visual literacy is important for them and for those who wish to reach them. In addition, children who are visually literate may have an easier time becoming verbally literate. Many projects involving photography or filmmaking can encourage visual literacy. In language arts, they can be used to study modes of discourse, the structure of language, and literacy conventions and genres. Social studies and science students can also use them. Scientists and engineers should be encouraged to create visual systems suitable for use in schools. Too often, equipment is used insufficiently because it is too complicated. Better communication between educators and engineers would alleviate this problem. (JK)