We live in the Image Age: advertising (posters, packiging, press photos, commercials, etc.), scientific (radiography, ultrasound, images transmitted by space probes), artistic (photographs, films, drawings, paintings, holograms, virtual images, etc.). Under these conditions, it is necessary to develop image reading skills, in the context of the modern curriculum aimed at studying the literary, nonliterary and multimodal texts. So, the verbal text is accompanied by a visual or iconic one (pictures, schemes, graphics, illustrations, comics, etc.). Reading the image and sound involves decoding and interpreting them in order to raise the students’ creative potential. Incorporating technology into learning inevitably encourages their imagination and creativity. So, guiding them to construct meaning by interpreting the parts that are related to a visual text we make them think and learn in terms of images. The multiple forms of art as well as the ability to understand, read, interpret and respond to it have a huge role in the formation of young people; in our country we have not found a place for it yet: scientific knowledge being considered superior to the expressive / intuitive one. The image allows students to learn a specific language and enhances the awareness of a reading process, specific to image morphology. Thus, the text and the image become two essential codes in the realization of a competent lecturer able to appreciate in a critical manner var-ious types of art products.