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Module 3 ED3 LITERACY

This document discusses the module on social literacy for a Bachelor of Elementary Education program. It defines social literacy as developing social skills, knowledge, and values to interact positively and responsibly. Some key social skills discussed include greeting others, initiating and maintaining conversations, understanding different perspectives, showing empathy, reading social cues, resolving conflicts, and apologizing. Teachers and peers play an important role in helping children develop these social skills.

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0% found this document useful (0 votes)
98 views11 pages

Module 3 ED3 LITERACY

This document discusses the module on social literacy for a Bachelor of Elementary Education program. It defines social literacy as developing social skills, knowledge, and values to interact positively and responsibly. Some key social skills discussed include greeting others, initiating and maintaining conversations, understanding different perspectives, showing empathy, reading social cues, resolving conflicts, and apologizing. Teachers and peers play an important role in helping children develop these social skills.

Uploaded by

Kim Ardais
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Bachelor of Elementary Education

1st Semester, AY 2022-2023

Module
In

Building and Enhancing New


Literacies across Curriculum

College of Education

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.

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra


Bachelor of Elementary Education
1st Semester, AY 2022-2023

Module 3: SOCIAL LITERACY

Overview

Learning in an era where technology advancement is faster than the


ticking of the clock, great challenges lies ahead. With great technology, we are able to
reach far beyond the four corners of the classroom reaching borders of international
collaboration. This module will give your idea on globalization and multicultural literacy
and its relationship to education.

Learning Outcomes
At the end of this module, you are expected 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.

Let Us Explore
Let Us Explore

Directions: Answer the Question.


1. Are you more of a listener or a talker? Which social skills do you think you
need to develop? In what ways can you develop it/them?

Discussion;
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.

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra


Bachelor of Elementary Education
1st Semester, AY 2022-2023

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."

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.

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra


Bachelor of Elementary Education
1st Semester, AY 2022-2023

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.

 Greeting - Children develop relationships with peers by interacting with them.


The first step in a social interaction is greeting someone. Greeting others is done
not only with words like "Hi!" or "How are you?" but with facial expressions,
tone of voice, and gestures such as a nod or a wave. The nonverbal part of
greeting someone is just as important as the words. It is not so much what one
says but how he/ she says it that lets people know he/she is glad to see them.

 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 attention skills, as well as the ability to take turns and probe for
missing information. Being a good conversationalist requires turn-taking and
reciprocity. Children have to listen as well as talk. If they do not show an interest
in what the other person has to say. they probably will not be interested in
talking, Impulsive children offen have trouble knowing when to talk and when to
listen.

 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. A socially adept child quickly and unconsciously identifies and
categorizes his listener, measures what he/she has planned to say against the
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.

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra


Bachelor of Elementary Education
1st Semester, AY 2022-2023

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.

 Empathizing - Empathy is more than perspective taking; it means that one is


able to feel what the other person feels. Empathy allows one to really connect
with other people. Other children often think of children who lack empathy as
mean, unkind, or self-centered.

 Reading Social Cues - It is very important to read social cues in a


conversation. Cues are the hints and signals that guide us to the next thing to
say or do. Social cues can be verbal or nonverbal. Verbal cues are the words that
the other person is saying. Tone of voice is an important part of verbal cues.
Good defectives pay very close attention to nonverbal cues.

 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. If the impact will be negative. one can adjust what she
might say or do.

 Problem-Solving - Problems and conflict are often a part of social


Interactions. Someone may not agree, get angry, insult, or become aggressive at
something that one says. How one reacts to these conflicts depends on how
good her problem solving skills are. 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-Everyone makes social mistakes at one time or another. A person


with good social skills is confident enough to make a sincere apology for her
error. This is a courageous act and is the quickest and easiest way to correct a
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.

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra


Bachelor of Elementary Education
1st Semester, AY 2022-2023

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.

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

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.

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
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
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.

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra


Bachelor of Elementary Education
1st Semester, AY 2022-2023

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.

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,

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.

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra


Bachelor of Elementary Education
1st Semester, AY 2022-2023

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.

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 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.

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra


Bachelor of Elementary Education
1st Semester, AY 2022-2023

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-speak 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 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.

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra


Bachelor of Elementary Education
1st Semester, AY 2022-2023

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.

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra


Bachelor of Elementary Education
1st Semester, AY 2022-2023

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

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.

Prepared by; Kimberly Joyce Ardais PSU – CCRD Narra

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