A series of articles examines visual literacy from the perspectives of definition, research, curriculum, and resources. Articles examining the definition of visual literacy approach it in terms of semantics, techniques, and exploratory definition areas. There are surveys of present and potential research, and a discussion of the problem of externalization. A model designed to generate hypotheses in visual languaging is presented, and there is an article on the potential use of holography in the classroom. Another article describes an attempt to interpret nonverbal language through the nonverbal analysis of photographs. Basic considerations in including visual literacy in the school curriculum are presented; two examples of teachers using the concept of visual literacy in teaching are given; and television is dealt with as a topic of concern. The series concludes with suggestions of resources in visual literacy, including organizations, programs, resource people, and a bibliography. (WBC)