This paper focuses on the problem of defining the term ‘Visual Literacy’(VL). It first sketches out the profile of the VL definition problem while at the same time considering the meaning of the concept of Literacy (old and new). Then, a discussion of the most influential VL definitions occurs followed by a presentation of the various attempts at seeking consensus among the VL scholars concerning the constituting, theoretical elements of VL. In addition to providing a VL definition overview, I shall attempt a synthesis of the specific assumptions underpinning the presented definitions’ rationale. It is anticipated that emerging points of convergence among seemingly different perspectives, will demonstrate that what the various definitions share in common is greater than what separates them. Issues raised through the VL definition overview will also be briefly discussed.