Republic of the Philippines

GLAN INSTITUTE OF TECHNOLOGY

Municipality of Glan, Province of Sarangani
9517 Philippines
glaninstituteoftechnology2017@gmail.com

Module 3
Social Literacy

A Learning Module for

ProfEd 214 (Building and Enhancing New
Literacies of 21st Century Across the
Curriculum)

Prepared by:
Rose Mae A. Tabanay, LPT

Name of Student:__________________________________________________
Course and Year:__________________________________________________
Semester and School Year:__________________________________________

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I. Rationale

In the present generation teachers and students need to acquire social

skills that are attuned to the norms of your current society. Emotional intelligence
must also be developed to be able to effectively manage the stresses of a fast-
paced 21st century society. The knowledge of how to behave and treat other
people in a way that is morally upright, just, and equitable, with a view of
promoting positive and productive relations that are free from unfair prejudices,
hate and discrimination.

In this module you will learn the social skills that must be mastered for a
child to be socially adept, the different roles of parents and teachers in teaching
social skills to children, and even the issues that arise in this literacy. This
presentation will help you enhance once social awareness among teachers,
parents and children/students.

II. Specific Learning Outcomes

Students:
1. discuss social literacy and identify the types of social skills.

2. explain the roles of parents and teachers in teaching social skills to

children.

3. discuss issues in social literacy

III. Pretest

Instructions: Complete the table below. List at least five (5) social skills that you
know and practice and discuss it briefly.

Social Skills Discussion

1.

2.

3.

4.
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5.

IV. Materials

Reading Articles, Work Sheet, Pictures,

V. Learning Activities

Lesson 1: Social Literacy and Social Skills

Key Concepts:

Social Literacy

Social literacy concerns itself with the development of social skills,

knowledge and positive human values that enable human beings to act positively
and responsibly in range of complex social settings. It is the knowledge of how to
behave and treat other people in a way that is morally upright, just, and
equitable, with a view of promoting positive and productive relations that are free
from unfair prejudices, hate and discrimination.

 Morally upright – refer to thoughts, speech, actions, and motivations that

adhere to a standard of right and wrong.

 Just – refers to speech, actions, and behaviors that are in-line with a fixed
standard of justice---a system that promotes and rewards good and at the
same time punishes wrong doing. (administer rewards and punishment)

 Equitable – are the speech, actions, behaviors, and decisions that treat
others fairly, regardless of background or circumstances. Not to be
confused with equality, which connotes a fixed standard of treatment for
all people, equity seeks the good of others, and labors to find means by
which everyone gets “what they need” rather than simply “everyone gets
the same thing in the same amount.”

Social Skills

Social Literacy
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 There are several types of social skills that must be mastered for a child to
be socially adept. These ranges from the ability to initiate, maintain, and end a
conversation to reading social signals to more complex skills with such as solving
problems, and resolving conflict. (Lawson, 2003)
The following examples represent some of the fundamental principles of
relating well to others.

 Greeting – children develop relationships with peers by interacting with

them. The first step in a social interaction is greeting someone.

 Initiating Conversation – in order to carry on a conversation, a child

must be able to initiate, maintain and close conversation appropriately.
This requires good listening and attentions skills, as well as the ability to
take turns and probe for missing information.

 Understanding the listener – once a conversation is initiated, it has to be

maintained. In order to do that, it is important to understand the audience
one is talking to. To do this a child must pretend that he/she is the listener
and think about what he/she needs to hear to understand what is being
said.

 Empathizing – empathy is more than perspective taking; it means that

one is able to feel what the other person feels. This allows one to really
connect with other people.

 Reading Social Cues – cues are the hints and signals that guide us to
the next thing to say or do. This can be verbal or nonverbal.

 Previewing or Planning – conversations also require that one previews

or thinks about what effect the words or actions may have on the listener
before she says or does them.

 Problem–Solving – conflicts cannot be avoided and are often necessary

to “clear the air”. Turning a conflict from a “win-lose” situation to a “win-
win” situation is the best way to resolve conflict. This requires negotiation
and compromise, give and take that results in a situation where all parties
can live with and help maintain friendships.

 Apologizing – is a sign of humble and mature character when one

commits mistakes. This is a courageous act and is the quickest and
easiest way to correct a social blunder. A person with good social skills is
confident enough to make a sincere apology for his/her error.

Task:

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Matching Type: Identify what social skill is being portrayed by the picture. Match
column A to Column B.

A B

a. Greetings

1.

b. Initiating Conversation

2.
c. Understanding the
Listener

3.
d. Empathizing

4.
e. Reading Social Cues

5.
f. Problem-Solving

6.
g. Apologizing

7.
Lesson 2: Role of Parents and Teachers in Teaching Social Skills to
Children

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The Role of Parents and Teachers in Teaching Social Skills to Children

 Parents play the major role in teaching children social skills. They can
directly teach social skills by modeling, role-playing, and providing
opportunities for their child to rehearse and practice new skills.
 Parents should encourage and praise child for successfully using a new
skill.
 Professionals typically intervene only when children are having substantial
social difficulty with peers. They can implement structured, guided, and
effective programs that often involve group work with peers.
 School is a natural and perfect setting for children to learn and practice
social skills.
 Teachers can take advantage of every opportunity to help children
improve their social skills.
 They should be alert to teasing and bullying and aware of children that are
rejected and ignored by their peers.
 They should work cooperatively with the children’s parents to prevent the
humiliation, embarrassment, and distress that befall these children.
 Pairing a socially inept child with a socially adept one, involving children in
cooperative instead of competitive learning exercises, identifying and
acknowledging the strengths of all the children, understanding social
weaknesses, and creating an environment in which diversity is accepted
and celebrated can greatly enhance all children’s social abilities, sense of
belongingness, and self-esteem, not just in the classroom but in life as
well.

Task:

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 Identify the different role of parents and teachers and even their shared
roles. Fill in the Venn diagram and write your answers in a bullet form.

PARENTS TEACHERS

Lesson 3: Issues in Social Literacy

Issues in Social Literacy in the Society

The acquisition of social literacy is a complex process that is historically

and culturally conditioned and context-specific. Children learn through social
practices, both explicit and implicit, and become human through social
interaction. Nevertheless, it is also the case that children engage in social activity
before they are taught it; in other words, children are disposed to be social before
they learn what sociability is all about.

Teaching social literacy in schools is not as easy as it appears to be due

to subjective standards of morality and inherent human capacity to judge and
make excuses.

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  Subjective Standards of Morality

This can be seen in the current culture, where actions and behavioral patterns
that were once considered bad have now become acceptable---so much so that
many now consider them to be even good. When the standard off measure
between good and bad changes, this gives us license to change as well and
opens the gates to all kind of abuse.

Interestingly, many of those who insist on a subjective moral standard will be

the first to demand for a fixed moral standard when they themselves fall victim to
a subjective morality’s inevitable outcome.

 Human Nature

We are quick to champion the cause of moral uprightness, justice, and equity,
but balk when our words and actions come under their scrutiny. In other words,
we insist that others to be judged according to a fixed moral standard but invoke
a subjective one when our own behavior is questioned.

We demand justice when we perceive ourselves to be victims of wrongdoing,

but we surround ourselves with excuses when we do wrong. We insist that others
treat us equitably, but are reluctant when treating others with equity costs more
than we expected.

Task:
Based on the selection, list down at least 5 concrete examples of the
issues in social literacy, either experience-based or news on media.

Note: Prepare to present your list to the class during the processing phase.
VI. Posttest:

Instructions: Read the questions carefully and write your answers in the space
provided.

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1. How do you consider a person to be a social literate? Discuss briefly.
________________________________________________________________________
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2. Which of the social skills do you think you need to develop? In what ways can
you develop it/them?
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3. How do teachers educate children of social literacy nowadays? What specific

content and learning experiences are there in the curriculum that develops social
literacy?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. As future educators, how would you address the rising issues in social literacy
to your students?
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________________________________________________________________________
________________________________________________________________________
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VII. References

Alata, E. & Ignacio, E. (2019). Building and Enhancing New Literacies Across the
Curriculum, First Edition. Rex Bookstore, Inc.

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Arthur, J., Davidson, J., & Stow, W. (2000). Social literacy, citizenship education,
and the national curriculum. London: Routledge Taylor & Francis Group.

Lawson, C. (2003, January 1). Social skills and school. Retrieved from
https://www.cdl.org/articles/social-skills-and-school/.

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