This paper synthesizes the implications from hemispheric lateralization studies with the concerns and potentials of visual literacy. An overview of hemispheric lateralization research is provided, including summaries of four illustrative studies: Galin and Ornstein; Levy, Trevarthen, and Sperry; Zaidel; and Molfese. The appositional and holistic nature of right hemispheric processing is discussed with regard to the potentials of instruction and learning in art, music, and visual literacy. The need for specification of appositional learning outcomes of visual literacy programs is stressed, resulting in a tentative taxonomy of learning outcomes which seem consistent with visual literacy purposes and hemispheric lateralization research insights. (Author)