Living in an image-rich world does not mean students (or faculty and administrators) naturally possess sophisticated visual literacy skills, just as continually listening to an iPod does not teach a person to critically analyze or create music. Instead, "visual literacy involves the ability to understand, produce, and use culturally significant images, objects, and visible actions." These skills can be learned in ways analogous to textual literacy. With training and practice, people can develop the ability to recognize, interpret, and employ the distinct syntax and semantics of different visual forms. The process of becoming visually literate continues through a lifetime of learning new and more sophisticated ways to produce, analyze, and use images. In this rapidly changing world, visual literacy, whether conceptualized as a distinct set of capacities or as part of a larger multimodal literacy, should be recognized among the fundamental goals of a liberal education. This review highlights four categories of resources essential for understanding visual literacy in higher education: (1) foundations; (2) visual cognition and perception; (3) visual design; and (4) teaching visual literacy. (Contains 25 resources and 12 online resources.)