Visual Thinking Strategies (VTS) were initially created to enhance skills in interpreting, describing,and analyzing art. This paper examines a state-funded pilot project in Denmark conducted byVTSdanmark, the organization that introduced VTS to the country and translated it into Danishfrom English. The project aimed to integrate VTS into the practices of librarians and languageschoolteachers in Denmark and explore its impact on fostering children’s reading. Despite its smallscale, findings suggest that VTS practice, through exploring visual narratives in imagesrepresenting various children’s literary genres, sparks students’ curiosity and eagerness to read. Itmotivates students to read texts connected to visual images analyzed through VTS and empowersthem by providing the language necessary to inquire further about these texts, fostering interest inreading and language acquisition. Building on the Danish project’s outcomes, this paper proposesapplying VTS to motivate reading interest and language acquisition in English language learners(ELLs). The considerable potential of VTS’ impact on reading engagement, particularly forprimary and lower secondary school students of English, warrants further investigation. This paperpresents a versatile framework for implementing VTS in libraries and English language classroomsand details a research plan to evaluate VTS’ effectiveness in promoting reading engagement. Theproposed framework is adaptable to various contexts and cultures, including the teaching of Englishas an additional language.