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Despite the importance of promoting visual literacy in content instruction, there is scant research investigating pre-service teachers’ perceptions and understandings of visual literacy instruction. To fill these research gaps, we developed a unit in a literacy methods course that integrated visual literacy and social studies instruction for preservice teachers. In this qualitative study, we analyzed 65 elementary and secondary pre-service teachers’ reflections after the unit. Findings revealed that a majority of pre-service teachers developed a positive attitude toward visual literacy (instruction), demonstrated better understanding of visual displays (ViDis) and visual literacy skills, and recognized the advantages of using ViDis for teaching and learning. Finally, we provided implications for teacher educators and future endeavors to promote more effective visual literacy instruction.

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This document was originally published in Association of Literacy Educators and Researchers (ALER) Yearbook by the Association of Literacy Educators and Researchers (ALER). Copyright restrictions may apply.