The increasing prioritization of visual images in the public sphere demonstrates the need for an examination of the distinct role they play in educators’ teaching practices. The dominance of visual materials not only necessitates a proficiency in a distinct form of literacy—visual literacy—but also requires students and teachers alike to rethink how knowledge production occurs and transfers across various contexts. This workshop explores how educators can boost students’ visual literacy and help them build confidence in interpreting and writing about images. We will explore such methods as “writing-to-read” and “writing-to-learn” as approaches to navigate the interpretative ambiguity inherent to images. Writing about images bridges the divide between written and visual literacies, giving students crucial skills to interpret images with skills they have already mastered. Questions to be considered might include: Where should students begin when interpreting images? How can students look beyond surface level interpretations of images? How can teachers help students confront and examine unsettling images? Our exploration will extend beyond simply learning how to constructively approach images; we will also discuss how to utilize their immediate accessibility and interpretative flexibility to foster inclusivity and a democratic ethos in the classroom.