Traditionally, people have used perspectives of space and time to define a sense of place and personal identity. Western cultures interpret place and time as static entities. In interactive multimedia computing, visual literacy defines new dimensions in communication that are reshaping traditional Western concepts of place and time. Experience design is changing the language of visual literacy. Static representations of space and time are giving way to a new visual semiotics that reflects the dynamic integration of diverse interpretations of space, time, and place. Kinesthesia, defined by the physical movements of the viewer, and multiple forms of sensory input integrate the tangible, physical environment with the sensory space defined by the interactive media. Experience design also results in the creation of cognitive and affective models that define personal identity through dynamic relationships. In many forms of experience design, memory becomes the catalyst for defining these relationships. Dynamic information that continually changes forces the viewer to create mental landmarks in order to remember connections that have personal meaning. Viewers create their own reality through memory and exploration. A new visual literacy discourse is emerging within the context of experience design that integrates immersion, exploration, physical interaction, and social interaction. These new elements in visual literacy should be incorporated into educational curricula. For several years, the author has been exploring experience design through her interactive artwork. In this paper, the author analyzes a multimedia art installation and discusses the design elements that demonstrate new dimensions in visual literacy. (Contains 1 figure and 1 endnote.)