Module 3 ED3 LITERACY
Module 3 ED3 LITERACY
Module
In
College of Education
Overview
Learning Outcomes
At the end of this module, you are expected to:
Let Us Explore
Let Us Explore
Discussion;
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Palawan State University - CCRD Narra for educational purposes only.
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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. These three descriptions will be explained below.
By morally upright, we refer to thoughts, speech, actions, and motivations that adhere
to a standard of right and wrong. On the other hand, 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 wrongdoing. Any system of justice,
whether national, regional, or local requires a body of rules or laws by which to
measure and 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."
Peers and schools play a formative role on the social skills development of children.
These social skills are often expressed as consisting of three inter-related components:
social perception, social cognition and social performance (Arthur, Davison, & Stow,
2000). Increasing emphasis has been placed on the last component, particularly in
terms of outcomes. Social skill is defined in literature as the ability to interact with
others in a given social context in specific ways that are socially acceptable or valued
and at the same time personally beneficial mutually beneficial, or primarily beneficial to
others.'
There are several types of social skills that must be mastered for a child to be socially
adept. These 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 (Lawson, 2003). The following examples represent some of the fundamental
principles of relating well to others. 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.
anticipated response of the listener, and then proceeds, alters, or avoids what
she has planned to say. He/She knows that talking to authority figures is not
done in the same way when talking to peers: A misread of the listener often
leads to a misunderstood message and potential social rejection. To converse in
a socially appropriate manner, children must be able to take the perspective or
point of view of the other person. i.e.. think the way they think. 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.
social blunder. In reality, other people usually have a higher opinion of someone
who apologizes for making a mistake. Apologizing is a sign of humble and
mature character when one commits mistakes.
Parents typically play the major role in teaching children social skills. Parents can
directly teach social skills by modeling, role-playing, and providing opportunities for
their child to rehearse and practice new skills. They should encourage and praise the
child for successfully using a new skill. Professionals typically intervene only when
children are having substantial social difficulty with peers. These individuals can
implement structured, guided, and effective programs that often involve group work
with peers. Children must then generalize the skills they learn in the group to school
and other personal social situations.
School is the place where children spend the majority of their time with peers. It is,
therefore, a natural and perfect setting for children to leam 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 children 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 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 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.
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 agreements entered into by self-seeking individuals to avert the worst
consequences of their selfish instincts (Arthur, Davison, & Stow, 2000). In this last
view, social order is dependent on sanctions and formal agreements. 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 associations with
others, both in their immediate circle, such as the family, and in the wider community,
for example, through membership of 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.
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 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.
Let Us Wrap Up
ENHANCE
Today's students have grown up with the Internet that they have become inseparable
from their gadgets. Blake (2017) offers helpful reminders to young professionals in
terms of social skills in the modern age. This situation underscores the importance of
educating students in what could be called social literacy to ensure their academic and
career success.
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 interviews 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
This material has been prepared and communicated to you by or on behalf of
Palawan State University - CCRD Narra for educational purposes only.
DO NOT REPRODUCE OR COMMUNICATE.
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 educational canon, learning to properly
write a cover letter or business letter or a thank-you card not only teaches students that
these documents exist and are often necessary but also shows them how to craft such
documents, saving them time and energy in the future.
REFLECT
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.
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.
This material has been prepared and communicated to you by or on behalf of
Palawan State University - CCRD Narra for educational purposes only.
DO NOT REPRODUCE OR COMMUNICATE.
The modern age calls for young professionals to develop situational awareness and
social intelligence in both technological and traditional communication to succeed in
their academic and career endeavors. Peers and schools play a formative role on the
social skill development of children.
Let Us Assess
Instructions: Answer the questions below in a yellow pad. Take note of points
given. The higher the points the more comprehensive the discussion must be.
1. How do computer technology and social media affect your social skills and
that of your peers? Cite positive and negative impacts of digital technology to
communication? (30 points)
References
Andreotti, V. (2006). Soft versus critical global citizenship education. Policy and
Practice: A Development Education Review, 3(Autumn), 40-51. Accessed on
May 30, 2016 at http://www.developmenteducationreview.com/ issue3-
focus4?page=show. education.
Arthur. J., Davison, J., & Stow, W. (2000). Social literacy, citizenship and the
national curriculum. London: Routledge Taylor & Francis Group.
Blake, C. (2017, March 7). In the age of the smartphone, students need help
with social literacy. Retrieved from https://education.cu-portland.edu/
blog/classroom-resources/social-iteracy/
Cohen, C. (2000). Raise your child's social IQ: Stepping stones to people skills
for kids. Silver Springs, MD: Advantage Books.
Lawson, C. (2003, January 1). Social skills and school. Retrieved from https://
www.cdl.org/articles/social-skills-and-school/. Oxfam. (2015). Global
citizenship in the classroom-A guide for teachers. Oxford: Oxfam GB. Retrieved
from http://www.oxfam.org.uk/education/ global-citizenship/global-
citizenship-guides
This material has been prepared and communicated to you by or on behalf of
Palawan State University - CCRD Narra for educational purposes only.
DO NOT REPRODUCE OR COMMUNICATE.
Photo/Image Attributions:
https://www.flickr.com/photos/verkeorg/24760972429, p 35
CPhoto By: Daphne Jade Gabalunos, p 38
©Photo B: Lowie Guevarra, p 38
https://pxhere.com/en/photo/1557065, p 39