Snow's division between cultures is visible in scientific literacy (SL) research: there is a gap between the science education and the science communication fields. We reflect on a way to end this critical disparity. The case of climate change was used as a situational prototype that helps to unite broad communication issues and established knowledge. The choice of this case is justified by the current international interest and calls for the development of a climate-literate public. Research has shown that misunderstandings about climate change can persist even after instruction and that some scepticism emerged in several developed countries. A literature review of climate literacy was conducted. The analysis resulted in a new integrative model for understanding literacy. We hope that the proposed model can be the basis for the re-emergence of science literacy as a key concept, of well-grounded practices and of accurate measurement tools.
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