This chapter discusses social literacy and the roles of parents and teachers in teaching social skills to children. It defines social literacy as understanding social skills, organizational skills, and communication skills. Parents and teachers play important roles in directly teaching and modeling social skills for children. The chapter also examines different types of social skills like greetings, conversations, empathy, and problem-solving. It discusses issues with teaching social literacy like subjective morality standards and human nature. Finally, it addresses the importance of social literacy in the modern age with technology and situational communication skills.

1. CHAPTER 3
Prepared by: PAJUELAS, JANET |DADULLA, RANDY | QUINTO, GILLENE MAE

2. OBJECTIVES:
At the end of this chapter, the students are
expected to:
 Develop an understanding on the basic
concepts of the social literacy mentioned.
 Explain the roles of parents and teachers in
teaching social skills to children.
 Examine the different issues in teaching social
literacy.

3. WHAT IS SOCIAL LITERACY
Social Literacy is a student's successful performance and understanding of
social skills, organizational skills, and communication skills. It is the student's
ability to connect effectively with those around them. Social literacy spans
interacting with peers, family, coworkers, teachers, and even people we may
not have met face to face.
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 a 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.

4. These three descriptions will be explained below.
Morally upright, we 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 wrongdoing.
Equitable are the speech, actions, behaviors, and
decisions that treat others fairly, regardless of

5. According to Arthur, Davidson, & Stow, 2000
Peers and schools play a formative role in
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

6. How has Social Literacy changed
over time?
In the past, social literacy was understood as a
student's ability to communicate in social settings.
This definition broadened and continues to broaden
into more and more social realms. Over time, and
especially recently, social settings are changing from
just a face-to-face environment. For students to
competently interact socially and communicate
effectively includes a newer and very present realm:
the internet.

7. Ways to
incorporate
social literacy
online:
Blogging Class website
Video
conferenci
ng
Social
Networking
Sites

8. Ways to incorporate social literacy
in a face-to-face environment:
1. Group projects
2. Peer reviewing
3. Field trips

9. TYPES OF SOCIAL SKILLS
1. Greetings
2. Initiating Conversation
3. Understanding the Listener
4. Empathizing
5. Reading Social Cues.
6. Previewing or Planning.
7. Problem-solving.
8. Apologizing.

10. Greetings
Children develop relationships with peers
by interacting with them. The first step in a
social interaction is greeting someone. We
not only greet others with words like “Hi!”
or “How are you?” but with facial
expressions, tone of voice and gestures
such as a nod or a wave.

11. Initiating Conversation
After you have greeted someone, you usually
have a conversation with them. To carry on a
conversation, a child must be able to initiate the
conversation, maintain it and close it
appropriately. This requires good listening and
attentional skills, as well as the ability to take
turns and probe for missing information.

12. Understanding the Listener
Once a conversation is initiated, to maintain it, it is
important to understand the audience you are talking
to. Children with social inability often have difficulty
adapting what they say to their listeners. A socially
adept child quickly and unconsciously identifies and
categorizes his listener, measures what she plans to
say against the anticipated response of the listener,
and then proceeds, alters, or avoids what she had
planned to say.

13. Empathizing
Empathy is like perspective-taking
but means that you can feel what
the other person feels. Empathy
allows you to really connect with
other people.

14. 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.

15. Previewing or Planning
Conversations also require that you preview or
think about what effect your words or actions
may have on your listener before you say or do
them. If you think that the impact will be
negative, you can adjust what you might say or
do. Impulsive children often have trouble with
previewing and are unable to stop and think
before they say or do something.

16. Problem-solving
Problems and conflict are often a part of social
interactions. Someone may not agree with you,
get angry at something you say, insult you or
become aggressive toward you. How you react
to these conflicts depends on how good your
problem-solving skills are. Children who are not
good social problem solvers have trouble settling
conflicts and disagreements.

17. 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 his error. This is a
courageous act and is the quickest and
easiest way to correct a social blunder.

18. A. THE ROLE OF PARENTS AND TEACHERS IN
TEACHING SOCIAL SKILLS TO CHILDREN
Parents typically play a major role in
teaching children’s social skills. Parents can
directly teach social skills by modeling, role-
playing, and providing opportunities for their
children to rehearse and practice new skills.
They should encourage and praise the child for
successfully using a new skill.

19. A. THE ROLE OF PARENTS AND TEACHERS IN
TEACHING SOCIAL SKILLS TO CHILDREN
Parents can act as coaches for their
children to develop these social skills.
Children learn a lot from how parents
treat them and when they observe how
parents interact with others.

20. The American Academy of Pediatrics recommends that parents
use a 4-part strategy when helping their children develop
social skills:
Practice:
Praise:
Point Out:
Prompt

21. 4-part strategy when helping their children develop
social skills:
Practice: A parent can help a child substitute a specific
appropriate response for a specific inappropriate one. This
might mean brainstorming with the child about different
alternative responses and then practicing one or more with
the child. Practicing can involve mapping out actual words to
say or behaviors to use, role-playing, and using the newly
learned skills in real situations.

22. 4-part strategy when helping their children develop
social skills:
Praise: Often children are not eager to work on new skills
so parents must reward their children with praise when
the new skills are practiced as a way of helping the skills
become habits. This might be a specific verbal statement
(“You did an awesome job of X instead of Y when you got
angry at the store”), a nonverbal sign such as a thumbs
up, or even a treat (10 minutes extra fun time before
bedtime).

23. 4-part strategy when helping their children develop
social skills:
Point Out: Parents can use opportunities to point
out when others are using the desired skills. It
might be a specific behavior of the parent, another
adult, a child, or even a character in a book or on
TV. The idea is to give children examples and role
models of people engaging in the appropriate
social skill.

24. 4-part strategy when helping their children develop
social skills:
Prompt: Without nagging, parents can gently remind their
child to use a new skill when the opportunity arises. This
might be verbal (“Now might be a good time to count to ten
in your head”) or nonverbal (a nonverbal cue such as zipping
the lips when a child is about to interrupt).

25. 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.

26. Children tend to fall into four basic social
categories in the school setting:
Rejected
Isolated
Controversial
Popular

27. Children tend to fall into four basic social
categories in the school setting:
Rejected – Students who are
consistently subjected to ridicule,
bullying and harassment by
classmates.

28. Children tend to fall into four basic social
categories in the school setting:
Isolated – Students who, although not
openly rejected, are ignored by
classmates and are uninvolved in the
social aspects of school.

29. Children tend to fall into four basic social
categories in the school setting:
Controversial – Students who have
established a circle of friends based
upon common interests or proximity
but seldom move beyond that circle.

30. Children tend to fall into four basic social
categories in the school setting:
Popular – Students who have
successfully established positive
relationships within a variety of
groups.

31. 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 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
children improve their social skills. They should be alert to
teasing and bullying and aware of children that rejected or
ignored by their peers. They should work cooperatively
with the children’s parents to prevent humiliation,
embarrassment, and distress that befall these children.

32. B. ISSUES IN TEACHING SOCIAL
LITERACY
In regards to education, social literacy also
aims to help students acquire the skills needed
to comprehend the various social phenomena,
events, and rapid changes our modern society
experiences and how these things impact
students' day-to-day lives. Social literacy aims
to appeal to students' interests and needs.

33. B. 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 activity before they are
taught it; in other words, children are disposed to be social
before they learn what sociability is all about.

34. 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;
1.Normative and communal
2.Pragmatic and individualistic

35. Normative and communal
- From their culture, children learn customs that provide them
with a guide to act in ways that minimize conflict.
- 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 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.

36. 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). Social order is dependent
on sanctions and formal agreements. Rules are
obeyed because they confer; personal advantage
on a child.

37. 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.
1.Subjective Standards of Morality
2.Human Nature

38. 1. 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 standards of measure between good and bad
changes, this gives us license to change as well and opens
the gates to all kinds of abuse.

39. 2. 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.

40. 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.

41. Situational Awareness in the Workplace
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.

42. 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.

43. Social Intelligence in Technological
Communication
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.

44. Social Intelligence in Traditional
Communication
While email has taken over as the primary method of
communication, traditional modes of discourse still exist.
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.

45. Icon pack