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The visual aspect of classroom culture is becoming more important because students now have much greater access to the means of producing, viewing and manipulating images. Using a framework adapted from Foucault and taking a myth-making position, this paper puts forward six propositions as means of explaining how images in the classroom might be read. Theory relating to this emerging literacy is further explained through reference to three dominant classroom narratives. It is argued that the interesting elements of an image are often those that link the classroom metanarratives to wider, hegemonic concerns. Interesting research directions are proposed throughout the paper.