The article presents a systematic review of the development of visual literacy theory as an interdisciplinary field. The author analyzes the stages of concept formation, key publications by year, and contemporary challenges related to scientific study and the integration of visual media into education and science. The author considers the phenomenon of "visual literacy" as a scientific and practical field that has emerged in response to the growing role of visual media in contemporary society. The author notes that traditional reading and writing skills are no longer sufficient for effective communication and learning, as visual information has become dominant in the digital age. The historical evolution of the concept of "visual literacy" is analyzed from the 1930s to the present. Three "waves" of research in different contexts are described: museum and art education, the development of television and photography, and the spread of digital media and the internet. Particular attention is paid to the absence of a unified theory and standards for the development of visual literacy, due to the interdisciplinary and eclectic character of the concept, as well as a lack of continuity in research. The author describes the connection of visual literacy with technological progress, educational standards, mass culture, and its role as a marketing tool (commodification) in different historical periods. An analysis of key publications and events influencing the development of the theory is provided, and it is concluded that integrating visual literacy into educational programs at all levels is necessary to foster critical perception and conscious use of visual means for learning and communication in the information society.
Алексей Михайлович Обжорин (Mon,) studied this question.