This chapter explores the idea that traditional schooling stuck in a modem paradigm of brick buildings is in danger of becoming redundant. We are now an information-based society operating in a postmodem world where change happens quickly and continually, thus destabilising the foundations on which the bricks are laid. I explain the potential impact that visual literacy (or post-Literacy, as I designate it) in the postmodem age has on traditional educational structures and the extent to which adults are able to embrace these changes. The chapter elaborates some of the key features of post-Literacy as I have conceptualised it. post-Literacy shares some assumptions with, yet also departs from, critical literacy, particularly in relation to celebrating multiple exit points and eschewing the necessity of common 'under'standings of images. The chapter identifies some of the major uncertainties associated with researching about and with post-Literacy and education, including in relation to trustworthiness and risk and ethical considerations. The chapter concludes explaining five steps in applying post-Literacy in 'transformative classrooms'.