CHAPTER 3

SOCIAL
LITERACY
EDUC 95: Building and Enhancing New
Literacies Across the Curriculum
 OBJECTIVES
After the completion of the orientation, students will be able to:

1. define social literacy;

2. discuss social skills, their impact and
strategies for improvement;
3. describe an emotionally intelligent person;
4. present ways for enhancing people skills
5. identify ways on how to integrate social
literacy in the lesson;
6. draw relevant life lessons and significant
values from personal experience on
practicing social literacy;
7. analyze research abstract on social literacy
and its implications to the teaching-learning
process; and
8. design an instructional material that can be
used in integrating social literacy in a related
discipline.

INTRODUCTION
The school is a social institution
established for the contemplation
of reality in a profound, personal,
informal and unstructured way
Teachers facilitate learning, teach
students and model certain types
of acceptable behavior while
developing them in all aspects:
academically, physically,
emotionally and socially.

In performing such tasks, teachers also relate to parents and other

stakeholders. That is why understanding and attaining social literacy is
imperative among them.
 DISCUSSION

Social Literacy

Social literacy entails the development of social skills, knowledge

and positive human values toward desire and ability in human
beings to act and react positively and responsibly in a wide range of
complex social settings. It can be acquired through social process of
inquiry, values exploration and social decision-making that relate to
the acquisition of knowledge and understanding (Arthur, Davison
and Stow, 2000).

In school, social literacy can be demonstrated by teachers in

dealing with their superiors, colleagues, parents, students and
others, while for students, by way of interaction and interrelation with
the surroundings around them - their peers, the media and political
influencers, technology agents, religious groups, school staff, family
members, etc.

Social Skills

Social skills are aspects of social literacy. As such, these are an

integral part of functioning in society. It involves good manners,
communicating effectively with others, being considerate of others
feelings and expressing personal needs. In fact, children gain social
skills through playing while adults obtain it by interrelating with
others, both verbally (spoken language) and non-verbally (gestures,
body language, facial expressions, eye contact and appearance)

Social skills are also important in schools because they help build,
maintain and grow relationships of students with classmates, peers,
teachers, students, and others, while for teachers, with their
superiors, colleagues, parents, students, and others. These can be
attained through:

(1) gaining ideas,

information, techniques
and perspectives from
people with different
areas of expertise;
DISCUSSION

(2) providing their own

perspective for the
benefit of others;

(3) accomplishing
tasks and working
together toward
shared goal;

(4) providing mutual

support for difficult
situations;

(5) expanding network

to learn about and
pursue new
opportunities;

(6) gaining feedback

and referrals from
people who can
personally attest to
work, skills and
qualities; and
 (7) making the school
truly a healthy and
conducive learning
environment.

Types of Social Skills

There are types of social skills that teachers can demonstrate

among students to attain a harmonious relationship with them.

1. Effective communication.
It is the ability to communicate effectively and share thoughts and
ideas with students through group conversations, discussions, etc.

2. Conflict resolution.
It is the ability to get to the source of the problem and find a
workable solution by weighing both sides from those involved with
the goal of mediating for reconciliation.

3. Active listening.
It is the ability to pay close attention to a student in times of
counseling, introspection and consultation.

4. Empathy.
It is the ability to understand and identify the feelings of students in
times of difficulty and trouble.

5. Relationship management.
It is the ability to maintain relationships and build key connections
with school stakeholders for the student's development.

6. Respect.
It can be done by knowing when to initiate communication and
respond during interactions or even in times of heated arguments
and confrontations.
7. Problem-solving skills.
These involve seeking help, making effective decisions and
accepting consequences to derive better solutions to the problem.

8. Interpersonal skills.
These include the abilities of sharing, joining activities, asking for
permission and waiting for one's turn in every facet of school
undertakings. Improving social skills. Social skills can be improved by
focusing on sustaining desirable attitudes and eliminating those
undesirable ones through modeling, role-playing and performance
feedback mechanisms.

Emotional Intelligence (EQ)

Emotional intelligence can bring about maintaining a healthy

and literate person. purposeful relationship with others that may
best depict a socially literate person.

Goleman (1996) defines Emotional Intelligence (EQ) as the ability

to: (1) recognize, understand and manage own emotions; (2)
recognize, understand, and influence the emotions of others. It is
being aware that emotions can drive behavior and impact
negatively), and learning how to manage those emotions, both one's
own and others' when under pressure, especially times of: (1) giving
and receiving feedback; (2) meeting tight deadlines; (3) dealing with
challenging relationships; (4) not having enough resources; (5)
dealing with change; and (6) experiencing setbacks and failure.
 Strategies for Enhancing Emotional Intelligence

Goleman (1995) laid down ways of enhancing emotional

intelligence in the light of understanding and managing emotions
that teachers need to know and understand.

Think about feelings.

A person has to be sensitive to one's and other's feelings to come up
with the right manner of approach or appropriate response. For
example, a teacher has to be aware of his/her students' background
or situation that may trigger negative emotions. In that case, he/she
would know the right approach when dealing with sensitive issues in
class.

Pause.
This is about taking a moment to stop and think before doing
anything to refrain from resorting to an unsound decision at the
height of anger. For example, at the peak of anger with a student
who commits violations, a teacher may gently pause for a while and
take a moment of silence to rethink and cool down before jumping
to any decision in order to avoid untoward consequences.

Strive to control one's thoughts.

This is controlling the reaction to emotions by focusing on one's
thoughts in harmony with goals and values. For example, instead of
overreacting to a certain incident or situation in class, try to control
negative thoughts to see a myriad of colors at the end of the
rainbow among students. As such, try to find beauty in all things
despite not-so-good circumstances that may happen.

Benefit from criticism.

Criticism, even not delivered in a favorable way, is an opportunity to
learn and it gives idea on how others think about you. For example,
when a senior teacher gives negative feedback on your work,
instead of taking it personally against him/her, gratefully accept it
with humility and appreciation, just think that it is for your
improvement.
 Strategies for Enhancing Emotional Intelligence

Show authenticity.
This is saying what we mean with what we say and we have to stick
on to our values and principles. For example, in times of
confrontation with parents, as teachers, we should clearly express
our side with respect and sincerity while consistently upholding on to
the principle and truth behind the issue in order to avoid resorting to
heated argument and conflict at the end.

Demonstrate empathy.
Whenever we show empathy to others, such as understanding their
thoughts and feelings, we can easily establish a connection with
them. As teachers, we should reach out to students who are in their
worse situations and try to understand them and feel as if we were in
the same boat.

Praise others.
This is by way of acknowledging appreciating others toward
attaining self-fulfilliment and building trust. For example, teachers
should give acknowledgment and praise to students for their deeds
that are worth commending.

Give helpful feedback.

Although negative feedback may hurt one's feelings, at some point,
it can be turned constructive for one's improvement. For example,
when we receive negative feedback from our superiors, we have to
take it as a challenge toward becoming a better and stronger
person.

Apologize.
Saying sorry demonstrates humility, a quality that will naturally win
others as you value the relationship more than the ego. For example,
whenever we commit mistakes in teaching, whether big or small,
there is nothing to lose when we apologize, even at times, doing it
may seem to be very difficult.

Forgive and forget.

Forgiving and forgetting prevent others from holding emotions and
allowing one to move forward. For example, when a student or a
colleague hurts us, we should be ready to forgive and let go of the
pains that somehow caused us.
 Strategies for Enhancing Emotional Intelligence

Keep our commitments.

The habit of keeping one's word in things, either big or small,
develops a strong reputation for reliability and trustworthiness. For
example, when we are given tasks in the school, make sure that we
commit ourselves, our time and efforts into it. Remember,
opportunities may only come once, therefore, grab every opportunity
that may come along our way for it may never come again.

Help others.
One way to positively win others is through helping them because
listening to and helping them can build trust and inspire them to
follow. For example, in every school activity, we have to find ways to
help others accomplish their tasks successfully. In return, they will be
grateful to us.

Protect ourselves from emotional sabotage.

This is being wise enough in protecting ourselves when others
attempt to manipulate our emotions for personal sake. For example,
when we feel that someone has been excessively or wrongly
controlling our actions, feelings and decisions in school, stop it in any
right but subtle and courteous way possible.

Ten Characteristics of an Emotionally Intelligent

Person (Connors, 2018)

The following are indicators and manifestations of an emotionally

intelligent person that have to be considered and demonstrated in
schools.

Empathy Needs and wants

Self-awareness Passion
Curiosity Optimism
Analytical mind Adaptability
Belief Desire to help others succeed
Needs and wants
 DISCUSSION

People Skills

Like emotional intelligence and social skills, people skills have

been widely used in demonstrating social literacy at home, in school
or anywhere that a person may be. According to Wikipedia, people
skills are patterns of behavior and behavioral interactions. For
Thompson (2009), this is an area of exploration about how a person
behaves and how he/she is perceived irrespective of his/her thinking
and feeling. Honey (2001) defines it as the dynamics between
personal ecology (cognitive, affective, physical and spiritual
dimensions) and its function with other people's personality styles in
numerous environments (life events, institutions, challenges, etc.).

On the other hand, people skills are tools used to communicate

and interact effectively with others. Therefore, individuals with strong
people skills are able to predict behavior, relate to others and
socialize easily. People skills can also be defined in three sets of
abilities: (1) personal effectiveness or about how one comes across
with others; (2) interaction ability or how well one predicts and
decodes behavior; and (3) intercede easily or ability to lead,
influence and build bridges between people. Moreover, people skills
are the ability to accept, appreciate and admire others on a
personal or professional level. Good people skills extend to the ability
to listen and empathize with others, as well as work toward common
goals with them. Therefore, these are sets of skills that enable a
person to get along with others, communicate ideas effectively,
resolve conflicts and achieve personal or professional goals.

In general, Portland Business Journal describes people skills as

(Rifkin, 2009):
1. Ability to effectively communicate, understand and empathize
2. Ability to interact with others respectfully and develop productive
working relationship to, minimize conflict and maximize rapport
3. Ability to build sincerity and trust, moderate behaviors (less
impulsive) and enhance aggreableness.
 Educational Impact of People Skills

People skills are important for teachers in effective classroom

management. Knowing how to communicate and teach people
instead of simply teaching their subjects will help make a difference
in the classroom (Bolton, 2009).

Accordingly, almost 50 percent of classroom success lies on

effective interpersonal relationships, while the other 50 percent lies
within academic skills (Boyle, 2011). This is because teachers tend to
interact and relate with students. Therefore, they need to learn how
to practice these people skills effectively in order to create a healthy
and conducive learning atmosphere in the classroom. In general,
people skills are an essential part of work, life and social success.
When one has strong people skills, he/she is able to: (1) pitch
him/herself; (2) overcome social anxiety; (3) communicate ideas;
and (4) influence others positively.

Strategies in Obtaining Good People Skills McQuerrey (2019)

presents the following strategies in maintaining good people skills
which are essential in a meaningful, joyful and purpose-driven life
that teachers also need to know.

1. Good communication skills. Strong people skills in the

communication area include the ability to take in information,
clarity comments and participate in effective verbal and written
exchanges.
2. Conflict resolution skills. Having the ability to mediate disputes
and resolve conflict among others is an important personal and
professional skill. Hence, conflict resolution involves the ability to
clarify a specific dispute, listen to perspectives in a non-
judgmental manner and offer suggestions for action.
3. The value of patience. Patience is an exceptional people sill that
is valuable in every profession. It involves being able to maintain
an even temper, repeat and explain information as necessary
and control anger in even the most trying situations.
4. Tolerance and understanding. Having tolerance and
understanding for the differences of others leads to success.
Tolerant people have the ability to accept differences, even when
they don't personally agree with them.
 In general, there are 5 A's to improve people skills, namely: (1)
acceptance; (2) appreciation; (3) approval; (4) admiration; and (5)
attention

Integrating Socio-Emotional Literacy into the Curriculum Schools

that want to teach socio-emotional learning but confined with
classroom time can take a social, emotional and moral inventory of
what students are currently learning by involving: (1) a person's
emotional life; (2) an ethical dilemma; (3) a situation calling for
compassion; (4) a societal challenge; (5) the ethical use of
knowledge; (6) cross-group interactions; and (7) an implicit
prosocial concept.

By integrating social literacy in the curriculum content, teachers

do not only give students opportunities to practice their social-
emotional skills, but also show them how integral these skills are in
their daily lives.

Hence, reviewing curricula through social, emotional and moral

lens is like a habit of mind that the more it is done, the easier it gets.
Obviously, the greatest benefit of teaching lessons like these is that
students can begin to examine their education, their decisions, their
interests and their relationships through this lens, while helping them
cultivate a more thoughtful and discerning approach to life.

REFERENCE

Alata, E., et al. (2019). Building and Enhancing New Literacies Across
the Curriculum.
APPLICATION

OUTPUT 2

Share a personal experience of practicing social literacy.

What life lessons and values have you realized and learned?
GUIDELINES
1. Write/type your answer in an A4 sized paper.
2. You may use images expound your
answer/idea.
3. Save your file as PDF with a file name -
SURNAME_Output2
4. To be submitted on March 30, 2025.
5. Wait for the Gdrive link.

CRITERIA

Content and Depth of Reflection 35

Clarity and Coherence of Narrative 25
Creativity and Visual Presentation 20
Adherence to Guidelines 15
Timeliness 5

TOTAL 100
 APPLICATION
Direction: Analyze the research abstract and cite its implication on
teaching-learning through INFOGRAPHICS. Use the questions
below as a guide in making your infographics. You may download
the full paper of this research on the website given below.

Students' Social Literacy in their Daily Journal Az-Zahra, Sarkadi

and Bachtiar (2018)

Abstract

This study aimed to determine the students' social literacy in their

daily journals in grade four of Al-Fauzien Islamic Elementary School
in Indonesia. Social literacy is the capacity of a person to be able to
live and contribute to his or her community, which involves
intellectual skills, social skills, cooperative skills, and attitudes and
values. The student's daily journal is a collection of student writings
whose contents expose the student's skills in reflecting on
experiences, findings, critical thinking, connecting ideas, exploring
and expressing his/her knowledge. This study utilized qualitative
content analysis technique using the data taken from students' daily
journals that were coded based on students' social literacy aspects.
The results of the study revealed emerging students' social literacy,
such as: intellectual skills (34.1%) emerge during teaching-learning
processes rooted in constructivism approach in which students act
as active learners; social skills (12.6%) and cooperative skills (14.7%)
emerge when learning is organized with group learning methods;
and social attitudes and values (38.5%) emerge as the impact of
students' social knowledge and skills that hold firmly and
implemented in their daily social life.

(Source: Az-Zahra, H., Sarkadi, S. and Bachtiar, I. (2018). Students'

social literacy in their daily journal Mimb Sekolah Dasar, 5(30, 162-
173. doi: htt://[Link] org/10.17509/mimbar-sd.v513.12094)

Analysis: How can the practice of daily journal determine

students' social literacy based on the study?

Implication: What do the findings imply in the light of a teacher's

instructional strategy?
GUIDELINES
1. Use your prefer application to create your
infographics.
2. It should be portrait (in any length)
3. 3. Save your file as PDF with a file name -
SURNAME_Output3
4. To be submitted on March 30, 2025.
5. Wait for the Gdrive link.

CRITERIA

Information provided for each pat is

30 Accuracy
factually accurate

The paper is visually appealing and easy

25 Creativity
to read.

The infographic has related pictures

Use of
25 graphics or illustrations that make it more
informative.

Adherence The timeline meets the specific criteria or

20 to Criteria guidelines (notes) provided for the
assignment.