Is not a more analytic approach, along the lines of distinguishing between visual perception and pictorial literacy, necessary?
Otherwise, conflating visual perception and pictorial literacy, to form visual literacy, may close off a whole domain of visual skills and visual thinking vital for design practices.
The kind of visual perception required to navigate particular cultural-material built-natural environments differs from the kind of pictorial literacy required to find, interpret, evaluate and (re-)create pictorial images.
If pictorial literacy relies on ‘the frame’, does visual perception rely upon ‘the environment’ or ‘the field’; or, more properly, does visual perception itself (actively) ‘environ’, i.e. create an environment through perception from a visual field, which contextualises (brings into relationship) the phenomena perceived, a relationship that is distinct from ‘framing’, to which it may in ordinary language be metaphorically associated, turning them into ‘objects’, ‘subjects’, artefacts and places, which to say, phenomena in an interactive scene or situation.