Lesson 3: Social Literacy

Polytechnic University of the Philippines

Sta. Mesa Manila

College of Education
Department of Business Teacher Education

A Self-Learning Outcome-Based Education (OBE)

Instructional Materials in EDUC 30173
Building and Enhancing Literacy Across the Curriculum
with Emphasis on the 21st Century Skills

Lesson 3
SOCIAL LITERACY

Contributors:

DR. CARMENCITA CASTOLO

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Lesson 3: Social Literacy

MS. RUTH PERIDA

LESSON 3:
SOCIAL LITERACY

Learning Outcomes

After completion of this lesson, you will be able to competently do these:

Upon completion of this module, the student will be able to:

1. develop understanding of the working definition of social literacy,

2. explain the roles of parents and teachers in teaching social skills to children, and
3. discuss and examine issues in social literacy.

Course Materials

According to Alata and Ignacio (2019), Social Literacy concerns itself with the
development of socials, 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. Social skills range from the ability to initiate, maintain, and end a conversation
to reading social signals to more complex skills such as solving problems and resolving conflict.

School is a place where children spend the majority of their time with their peers. It is,
therefore, a natural and perfect setting for children to learn and practice social skills. While
teachers do not have to teach a class in social skills, they can take advantage of every opportunity
to help a child improve their social skills. They should be alert to teasing and bullying and aware
of children that are rejected or ignored by their peers. They should cooperate with the children’s

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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 children,
understanding social weaknesses and creating an environment in which diversity is acceptable
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.

Issues in Teaching Social Literacy

How children develop their social literacy is intrinsically a contextual matter and is not
something that can be easily traced in a linear or developmental fashion. The acquisition of
social literacy is a complex process that is historically and culturally controlled 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.

There are two distinct ways of answering the question on how children learn to live
socially with each other and with adults. The first view is normative and communal. From their
culture, children learn customs that provide them with a guide to act in ways that minimize
conflict. The second view is pragmatic and individualistic. The social order of children is created
by explicit and implicit agreement entered into by self-seeking individuals to avert the worst
consequences of their selfish instinct (Arthur, Davison, & Stow, 2000, as cited byAlata&Ignacio,
2019). In the last view, social order is dependent on sanction and formal agreement. Rules are
obeyed because they confer personal advantage on a child. In the normative view, children are
persuaded of the moral force of acting socially through their voluntary association with others,
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both in their immediate circle, such as the family, and in the wider community, for example,
through membership of a church or club. The child in this normative view will not only know the
correct behavior but will perform the role without any need for regular, conscious reference to
the rules governing it.

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.

Subjective Standards of Morality

The natural outcome of postmodern philosophies is that truth and morality are considered
subjective and open to individual interpretation. 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 of measure between
good and bad changes, this gives us license to change as well and opens the gates to all kinds of
abuse. This, in effect, pulls the rug out from under any and all attempts at true justice and
equitability, since they themselves rely on a fixed moral standard.

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

While we would all like to believe that people are inherently good, experience has taught
us that the inherent goodness of humanity is, at best, unreliable: Sometimes it is there, often it is
not. 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 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.

Today’s students have grown up with the internet that they have become inseparable
from their gadget. Blake (2017, in Alata&Ignacio, 2019) offers helpful reminders to young
professionals in terms of social skills in the modern age. This situation underscores the
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importance of educating students in what could be called social literacy to ensure their academic
and career success.

Situational Awareness in the Workplace

While casual office attire has become the norm in many offices, job interviews typically
require more formal dress and behavior to demonstrate a level of respect. Stories prevail of
young adults showing up to interviews in casual clothing, texting, or using phones during job
interview or even bringing their parents with them. Such behavior demonstrates a lack of
situational awareness about what is appropriate to do in different social circumstances. While
college classrooms or the actual office atmosphere may allow for a more casual dress code,
students need to be taught what is socially acceptable in terms of dress or behavior for them to
stand out above their colleagues. An ability to read social situations illustrates strength to
employers – quickly picking up on a client’s mood or expectations in various business or cross-
cultural situations can be the difference between success and failure.

Social Intelligence in Technological Communication

Text-speech and technology use have affected many young people’s ability to
communicate. While email has deformalized much of the communication process, students still
need to ensure their writing denotes respect and provides enough context for professors (or future
employers) to readily respond. In addition, text-speak has reduced students’ ability to
communicate using correct grammar. Through studying particular communication genres and
what they demand, students can learn more about what individual situations demand in terms of
the formality of communication. For example, if a professor signs an email with “Dr. Smith,”
this is a fairly good indication that he expects to be addressed as such and not informally by his
first name.

Social Intelligence in Traditional Communication

While email has taken over as the primary method of communication, traditional modes
of discourse still exist. For example, many employers still expect cover letters in addition to
resumes, and the lack of a thank-you note for a gift is often perceived as more than a simple
social oversight. An ability to craft these types of documents illustrates an understanding of
social expectations and denotes a level of respect or appreciation. While not related to the
traditional education canon, learning to properly write a cover letter or business letter or a thank-

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Lesson 3: Social Literacy

you card not only teaches students that these documents exist and are often necessary but also
shows then how to craft such documents, saving them time and energy in the future.

Readings:

Arthur, J. & Davison, J. (2010).Social literacy and citizenship education in the school

curriculum. ResearchGate. Retrieved from

https://www.researchgate.net/publication/261573731_Social_literacy_and_citizenship_ed
ucation_in_the_school_curriculum/link/588102f0aca272b7b441721b/download

Bellanca, J. & Brandt, R. (Eds.). (2010). 21st century skills: Rethinking how students learn.

Solution Tree Press. Retrieved from

https://www.pdfdrive.com/21st-century-skills-rethinking-how-students-learn-
e38615350.html

Llagas, A., Corpuz, B., & Bilbao, P. (2016).Becoming a 21st century educational leader. Quezon

City: Lorimar Publishing, Inc.

Activities / Assessment Tasks

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Lesson 3: Social Literacy

Activity 1

Children with social skill deficits can be taught these skills directly by parents, teachers,
and/or professionals using the strategies of modeling, role-playing, rehearsal and practice
(Alata&Ignacio, 2019).

Directions: Select a specific grade level. Then, choose one social skill below. State what
content and learning experiences can be used to teach this social skill to your students.

Social Skills

Greeting

Initiating conversation

Understanding the listener

Empathizing

Reading social cues

Previewing or planning

Problem-solving

Apologizing

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Lesson 3: Social Literacy

Assignment

Task:
Create a collage illustrating any social literacy issues that cause behavioral problems
(e.g., lack of certain social skills necessary for specific occasions). Write a one-paragraph
explanation.

References

Books and Online Sources:

Alata, E. &Ignacio, E. (2019).Building and enhancing new literacies across the curriculum.
Quezon City: Rex Book Store, Inc.

Arthur, J. & Davison, J. (2010).Social literacy and citizenship education in the school
curriculum. ResearchGate. Retrieved from
https://www.researchgate.net/publication/261573731_Social_literacy_and_citizenship_ed
ucation_in_the_school_curriculum/link/588102f0aca272b7b441721b/download

Bellanca, J. & Brandt, R. (Eds.). (2010). 21st century skills: Rethinking how students learn.
Solution Tree Press. Retrieved from
https://www.pdfdrive.com/21st-century-skills-rethinking-how-students-learn-
e38615350.html

Bilbao, P., Dayagnil, F., &Corpuz, B. (2015).Curriculum development for teachers. Quezon
City: Lorimar Publishing, Inc.

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Lesson 3: Social Literacy

Llagas, A., Corpuz, B., & Bilbao, P. (2016).Becoming a 21st century educational leader. Quezon
City: Lorimar Publishing, Inc.

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