This chapter presents an overview of the role and purpose of audiovisual literacy in the Spanish as a second language (L2) curriculum and classroom. We define Audiovisual Literacy as the set of knowledge and attitudes needed to properly use audiovisual texts in the context of a given community. This concept includes the use of different codes (linguistic, audiovisual in the narrow sense, spatial, and gestural ones), as well as the knowledge of the functions that audiovisual texts perform in the social sphere, and the discursive traditions that they imply and update. It is, therefore, a semiotic, multimodal, and sociocultural approach to audiovisual texts, based on the concept of multiliteracies. The section dedicated to historical and theoretical aspects connects the tradition of L2 teaching with that of audiovisual literacy. The section about methodological aspects begins by detailing the presence of audiovisual resources in the general curricular frameworks, to descend afterwards into the description of specific works. The final section presents a pedagogical proposal that considers the realization of significant audiovisual productions in the Spanish L2 classroom, capable of integrating in an effective and articulated way the notions and skills of audiovisual literacy with those of L2 teaching.