Chapter 3

CHAPTER 3
OBJECTIVES:
 At the end of this chapter, you

should be able to:
 Develop understanding of the working
definition of social literacy
 Explain the roles of parents and teachers in
teaching social skills in children; and
 Discuss and examine issues in social
literacy
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 and just and equitable.
Social Literacy
 The ability to communicate and voice opinions
and thoughts, as well as listening to opinions
and thoughts of others, is essential in learning.
 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.
Social Literacy
 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.
TYPES OF SOCIAL SKILLS
 These range from the ability to initiate,
maintain, and end a conversation to reading
social signals to more complex skills.
 GREETING
 INITIATING
CONVERSATION
 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.
 UNDERSTANDING THE LISTENER
 Once the conversation is initiated, it has to be
maintained.
 A socially adept child quickly and unconsciously
recognizes his listener.
 Think the way they think
 EMPATHIZING
 One is able to feel what other person
feels. Empathy allows one to really
connect with other people.
 READING SOCIAL
CLUES
 Cues are the
hints and
signals that
guide us to the
next thing to say
or do. It can be
verbal or non-
verbal.
 PREVIEWING OR PLANNING
Conversation also requires that one
previews or thinks about what effect the words or
actions may have on the listener before she says
or does to them.
 PROBLEM SOLVING
 How one reacts to these conflicts depends on how
good her problem solving skills are.
 This requires negotiation and compromise, give
and take that results in a situation where all parties
can live with and help maintain relationships.
 APOLOGIZING
 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 connect a
social blunder.
 Apologizing is a sign of
humble and mature
character when one
commit mistakes.
THE ROLE OF
PARENTS AND
TEACHERS IN
TEACHING SOCIAL
SKILLS TO
CHILDREN
 Parents typically
play the major
role in teaching
children social
skills by
modeling, role
playing and
providing
opportunities for
their child to
rehearse and
practice skills.
 School in 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
 Teachers do not have to teach a
class in social skills they can have
take advantage of any opportunity
to help children improve their
social skills. They should be alert
to teasing and bullying and aware
of child that are rejected or ignore
by their peers
“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
 Children learn through
social practices, both
impicit and explicit 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.
Two distinct ways on how
children learn to live socially.
 Normative and Communal- from their
culture children learn custom that
provide them with a guide to act in
ways that minimize conflict.
 Pragmatic and Individualistic- the social
order of children in created by explicit
and implicit agreements entered into by
self-seeking individual to avert the
worst consequences of their selfish
instincts (Arthur, Davison,& Stow 2000)
• In this last view, social order is
dependent on santion and formal
agreements. Rules are obeyed
because they confer personal
advantage on a child.
• In normative 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.
SUBJECTIVE STANDARD OF
MORALITY- The natural outcome of post
modern philosopies is that truth and
morality are consider subjective and open
to individual interpretation. This can be
seen in the current culture, where action
and behavioral patterns that were once
considered bad have now become
acceptable.
HUMAN NATURE- While we would
like to believe that people are
inherently good, experience has taught
us that the inherent goodness of
humanity is, at best unrealiable;
Sometimes it is there, often it is not.
We are quick to champion the cause of
moral uprightness, justice .
Situational Awareness in the
Workplace
 Such behaviour demonstrates a lack

of situational awareness about what
is appropriate to do in different
social circumstances.
 An ability to read social situations
illustrates strenght to employers.
Social Intelligence in
Technological Communication
 Text-speak and technology use have affected

many young people’s ability tp communicate.
 Text-speak has reduced student’s ability to
communicate using correct grammar.
 Through studying particular communication
genres and what they demand, students can
learn more about what individual situstions
demand in terms of of the formality of
communication.
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 expectation and denotes a level
of respect and appreciation

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CHAPTER 3

 At the end of this chapter, you

 It is the knowledge of how to behave and

 Peers and Schools play a formative role on the

 Such behaviour demonstrates a lack

 Text-speak and technology use have affected

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