In her article "Framing New Research in Science Literacy and Language Use: Authenticity, Multiple Discourses, and the "Third Space"," Carolyn S. Wallace presented a model of science literacy that frames language in science to teaching principles in a powerful way. The model would however be enhanced if two additional concepts are made explicit, that of "multimodality" and "transformation." "Multimodality" should be part of the model both as an aspect of science literacy and as a tool for developing science literacy, by enabling transformations across different modes of representation and different contextual presuppositions, in particular between everyday and scientific contextual frames. "Transformations" furthermore connect multimodality to the origin of conceptual knowledge in action and culture.