In interactive media, it is the spaces between the text that are as important to read as the text itself. Visual literacy is a vital form of reading in an increasingly pictorial world. This paper examines the grammar of visual literacy by analyzing the discourse of a group of adolescents and the way they interpret multi-layered, seriated, and framed visuals from a personal, socio-cultural, and structural perspective. The paper proposes the case for art education within a literacy context. (Contains 18 references.) (Author/RS)