In today’s social media culture where students are constantly viewing other’s selfies as well as producing their own, one can assume that their visual literacy is more developed than that of the generations who grew up without Instagram or Snapchat. The purpose of this paper was to shed light on students’ selfie production, social media usage and their visual literacy in regard to these subjects, as well as to explore art teachers’ attitudes towards selfies, identity and norm critical pedagogy. The study’s aim was also to explore how these subjects can be implemented in the art classroom. The material was collected by carrying out qualitative interviews with three students as well as publishing a survey for art teachers in a group on Facebook. The material was then analyzed with Freebody and Luke’s four field model for visual literacy as well as the theoretical framework of norm critical pedagogy. The study shows that it is not uncommon for art teachers to work from a norm critical perspective and that identity is explored through various mediums, in both personal and impersonal ways. While identity does not always have to center around self-portraiture, the study shows that selfies are important for students’ identity exploration and image based platforms such as Instagram can be used as a tool to develop visual literacy.