BUILDING and ENHANCING NEW LITERACY

ACROSS CURRICULUM

Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
www.cbsua.edu.ph

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COS-INSTRUCTOR, CBSUA-SIPOCOT
MODULE IN EDUC 4 BUILDING and ENHANCING NEW LITERACY
ACROSS CURRICULUM

A. COURSE OVERVIEW
This course introduces the concepts of new literacies in the 21 st century
as revolving social phenomena and shared cultural practices across learning areas. The
21st century literacies shall include (a) globalization and multi –cultural literacy, (b) social
literacy, (c) media literacy, (d) financial literacy, € cyber literacy / digital literacy, (f) eco-
literacy and (g) arts and creativity literacy. Field based- interdisciplinary exploration (ex.
Observation in mathematics, Field Studies) and other teaching strategies shall be used
to develop PSTs teaching skills to promote learners’ literacy, and critical and creative
thinking skills. Pre-service teachers shall develop skills in using appropriate teaching
strategies and resources, including the positive use of ICT, to address learning goals.

B. COURSE CALENDAR

WEEK BEGIN DATE TOPIC ASSESSMEN

T
1 August 17-21  Discussion of PVMGO of the
university.
 Creation of online classroom
based on the student’s list
from the registrar.
 Discussion of course
syllabus and classroom
rules.
2 August 24-28  Introduction to 21st Century Essay Writing
Literacies Oral Recitation
3-5 August 31-  Globalization and Cultural Insight paper
September 04 and Multicultural Literacies Reflection
paper
6 August 24-28  Social Literacy Quiz
 Financial Literacy
 Media and Cyber or Digital
Literacies
7-12 August 24-28  Ecological Literacy Portfolio
13-18 August 24-28  Artistic and Creative
Literacy
 Critical Literacy
 21st Century Literacy Skills.

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COS-INSTRUCTOR, CBSUA-SIPOCOT
 C. Teaching Team/Prof./Instructor

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COS- INSTRUCTOR

He is currently affiliated at the College of Education

and Laboratory High School handling Physical
Education and GEC subjects.

D. Course Assessment

Assessmen Type Percentage Course Due Graduate

t Learning dates attributes
Outcomes

E. Topics

Week 1. Discussion of PVMGO

The first week is intended for the orientation of University Philosophy,

Vision, Mission, Goals and Objectives. As well as directives of the classroom
policy of the teacher.
Philosophy:
“Education for Sustainable Human Development.”
Vision:
“A leading university in the Philippines by 2018 and in the
ASEAN Region by 2024”.
Mission:

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COS-INSTRUCTOR, CBSUA-SIPOCOT
 “We are committed to produce globally competitive graduates, to
develop viable agri-industrial technologies, and to help build resilient and sustainable
communities.
Goals:
1. Provide quality education experience to the students;
2. Generate innovative technologies for commercialization;
3. Empower communities and other stakeholders; and
4. Enhance university resources.

Rules in the online classroom:

1. Don’t be late, sign in on time.

2. Find some quite place to study.
3. Give a thumb-up sign if you understand the lesson already.
4. Raise your hand if you have question or ideas to share.
5. Always open your camera.
6. Turn-off your microphone if you are not about to speak.
7. Listen attentively.

Week 2. Introduction to 21st Century Literacy

1. Introduction

Literacy is defined by dictionaries as the state of being able to read and write
(Literacy, Literate, n.d) Although it is the ultimate thesis of this chapter that such as
traditional definition no longer suffices in the information age, a thorough understanding
of literacy and its past nuances will give us a solid foundation in exploring and
discussing the “new” literacies of the 21 st century and why possessing them is now
mandatory for both teachers and students in all levels of education.

At the end of this chapter, you should be able to develop a clear and practical
understanding of the following:
1. definitions of conventional literacy; and
2. expanded views of literacy in the 21st century.

This chapter explores several definitions of literacy and what being literate
means in the multiplicity of contexts in the 21 st century, with the goal of raising
awareness in readers who might be presently unaware of the evolving perspective on
literacy and giving teachers the opportunity to pause and reflect on their own literacies
even as they attempt to teach the new literacies to the students.
2. Pre-Competency Checklist (Diagnostic/Pre-Assessment)

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COS-INSTRUCTOR, CBSUA-SIPOCOT
`Direction: Answer the following question below. (Good for 10 minutes only)
1. What is literacy?
2. What are the different kinds of literacy that you know already. Explain each.

3. Learning Resources
These are the learning resources that you can use for the wider understanding of
this topic.
1. Powerpoint Presentation made by the teacher.
2. Alata, E. J., et al. (2019). Building and Enhancing New Literacies Across the
Curriculumn. Rex Bookstore, Manila Philippines.
3. https://youtube.be/K1E5LTa3K8s

Traditional or Conventional Literacy

The word “literacy” stems from the word “literate,” which first appearance in the 15 th
century and is in turn derived from the latin word “litteratus”, meaning “(a person)
marked with letters”-- that is, “distinguished or identified by letters”—and it carried
with it the idea that such person was cultured and educated. Since the subjects of
the time (e.g., grammar, logic, arithmetic, geometry, etc.) all had written texts (which
were composed of letters) that had o be studied, the ability to read and write was
therefore of prime importance, leading to the strong association of being “literate”
with the ability to read and write.

Miller (1973) divides this conventional concept of literacy into three sub-categories.
1. Basic Literacy – It is the ability to correspond visual shapes to spoken sounds in
order to decode written materials and translate them into oral language. It is the ability
to recognize letters and words.
2. Comprehension Literacy- It is the ability to understand the meaning of what is
being read.
3. Functional and Practical Literacy- It is the ability to read (i.e., decode and
comprehend) written materials needed to perform everyday vocational tasks. This is the
equivalent of reading the text “Ang bata ay nagbabasa.” and being able to understand
that basa here refers to reading and not being wet.
 Based on the conventional view of literacy, we notice two things for reading (and
therefore literacy) to exist: (1) a text consisting of symbols and grammar) to be
read; and (2) meaning or message being communicated by the text for the
reader to extract. Without meaning, the text is reduced to series or
incomprehensible doodles.
 Schletly (2001) defines the concept of functional literacy as the state of being
able to read, but not well enough to manage daily living and employment task
that require reading skills beyond a basic level.

Expanded Views of Literacy

 Despite the ubiquity of the traditional view of literacy, Roberts (1995) notes
that in the past fifty years, hundreds of definitions of “literacy” have been
advanced
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COS-INSTRUCTOR, CBSUA-SIPOCOT nations educational, Scientific, and Cultural Organization
eben the United
(UNESCO, 2006) acknowledging that literacy as a concept has proven to be
complex and dynamic, it being continually defined and interrupted in multiple
ways.
  views appear to equate literacy with knowledge.
 This shift in the definition of literacy from “reading and writing” to “knowledge”
is especially important as we explore the “new” literacies of the 21 st century
that seem far-removed from the contexts upon which conventional literacy is
based.
 Case in Point: Throughout history, humans have communicated on levels apart
from the spoken and written word, for example, visually, using the long
distance communication system of smoke signals used by the ancient
Chinese, the ancient Greeks, and the indigenous peoples of North America.
 In the Victorian era, there was such a thing as the “Language of Flowers”,
where the kind, color, and arrangement of a bouquet of flowers were used to
communicate messages that could not otherwise be spoken aloud in Victorian
society (Greenaway, 1884). For example, a bouquet of oak leaves
(representing strength), purple roses (sorrow), white lilies (resurrection), and
pale yellow tulips and rosemary (memory of remembrance) would altogether
communicate a message of sympathy, usually over the death of a loved one.
Successfully interpreting these “visual languages” required a kind of “visual
literacy” to understand the message being presented and to manage the
information encoded therein – skills.
 These so called “new” literacies arose from the increasing availability of
communication technologies that were once unavailable to average individuals.

Simply put, there things have been critical in the rise of the new literacies:
1. Increased Reach- we are communicating with more people, from more
diverse cultures, across vaster distances than even before.
2. Increased Means of Communication- we are communicating about more
things than even before.
3. Increased Breadth of Content- We ae communicating about more things
than before.

 Globalization and Multicultural Literacy discusses how our increasing ability

to communicate with almost anyone, anywhere, in real time requires new skills
and attitudes in interacting with people with cultures, perspectives, worldviews,
and priorities different from our own, particularly with the end-view of not only
peace and understanding, but also mutual benefit and productivity.
 Social and Financial Literacies meanwhile explores the need for the ability to
navigate our own social-networks- of both the online and off-line variety—to not
only communicate clearly but also to leverage resources which we ourselves
might not possess.
 Media and Cyber/ Digital Literacies explore the emerging need to locate,
verify, and ultimately manage online information, especially in an age where
information is power and where having the right (and wrong) information and
the ability to communicate with others and use it to address real world
problems easily spell the difference both personal and career success and
failure.

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COS-INSTRUCTOR, CBSUA-SIPOCOT
  Ecoliteracy and Artistic and Creative Literacy explore the emerging demands for
knowing how to effectively and sustainably manage the natural resources that our
increased industrialization and demands for productivity are so rapidly eating up.
 Finally, Critical Literacy addresses the increasing need to discern the underlying and
(often tacit) messages behind the “new” texts of the 21 st century, particularly in an ever-
increasingly multicultural society where ideas, cultures and ideologies vie with one
another for power and dominance in the minds of the masses.

4. Explore (Tasks/Activities) refer to your syllabus

Direction:

Share – Pair – Circle

Divide the class into groups of equal number. Let each group from two circles. The
outer circle facing the inner circle. Let them share their ideas on the 21 st century
literacies. Teacher clarifies concepts when necessary. At a certain time, students rotate
and share with another pair.

5. Discussion Board

Questions:
1. Given the traditional/conventional concept of literacy, how literate
are you?
2. How deep is your level of comprehension?
3. As a pre-service teacher, what kind of written materials should
you be able to read and understand? are you reading these
materials? How well can you understand them?
4. Which of the new literacies are you knowledgeable in? Which of
the new literacies do you lack knowledge in?

6. Post-competency Checklist (Formative Assessment)

Direction: Read the questions and instructions carefully. write your answers in
the space provided.
1. Compare and contrast the traditional concept of literacy to the modern view of
literacy.

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COS-INSTRUCTOR, CBSUA-SIPOCOT
 2. Describe the changes in the 21st century that have led to the rise of new literacies.

With a partner or triad, brainstorm online and answer this question: What teaching
strategies and forms of assessment could you use to help develop functional literacy.

Week 3-5 Globalization and Cultural and Multicultural Literacies

1. Introduction

Globalization is the process of interaction and integration between people,

business entities, governments, and cultures from others nations, driven by international
trade and investment and supported by information technology (Levin Institute, 2017).
At the end of this chapter, you should be able to develop a clear and practical
understanding of the following:
1. define globalization and its implications on both the national and
individual level;
2. cultural and multicultural literacy in the Philippines; and
3. one’s personal level of cultural and multicultural literacy.

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COS-INSTRUCTOR, CBSUA-SIPOCOT
2. Pre-Competency Checklist (Diagnostic/Pre-Assessment)

`Direction: Answer the following question below. (Good for 10 minutes only)
1. What is globalization?
2. What do you think are the effects of globalization to the life of human and to the
environment?

3. Learning Resources
These are the learning resources that you can use for the wider understanding of
this topic.
1. Powerpoint Presentation made by the teacher.
2. Alata, E. J., et al. (2019). Building and Enhancing New Literacies Across the
Curriculumn. Rex Bookstore, Manila Philippines.
3. https://youtube./JJonFD19eT8

 Globalization as a phenomenon is not new. Nations and cultures have been

interacting with one another for millennia. What is different now, however, is the
speed at which globalization is happening, its overall scope, and its effects on the
lives of ordinary people. Not only we are interacting with, learning from, and
integrating knowledge gleaned from other cultures and nations at an
unprecedented rate, there is now also a sense that no matter where one lives or
how limited is one’s face-to-face interaction with members of another nation or
culture and how limited one’s time is spent online, globalization and its effects
are inescapable.

THE EFFECTS OF GLOBALIZATION

 The effects of globalization are multi-dimensional. As shown earlier, they range

from economic to cultural, on both national and individual levels.
 Meyer (2000) summarizes the effects of globalization as follows:
a. economic, political, and military dependence and interdependence between
nations;
b. expanded flow of individual people among societies;
c. interdependence of expressive culture among nations; and
d. expanded flow of instrumental culture around the world.
 Economic Dependence/Interdependence
 When the term globalization entered the Philippine public mindset in the
early 90s, it was popularly understood to be a mainly economic
phenomenon. and a negative one at that. The idea that foreign-owned
businesses could come into the country and freely “set-up shop,” thereby
choking-out local industries was not a welcome thought, even though it
was erroneous.
 Kentor (2001) notes that foreign capital dependence increases income
inequality in four ways: (1) It creates a small, highly paid class of elites to
manage these investments, who create many but usually low-pay jobs; (2)
profits from these investments are repatriated, rather than invested in the
host country, therefore inhibiting domestic capital information; (3) Foreign
capital penetration tends to concentrate land ownership among the very
rich; and (4) host countries tend to create political and economic climates

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COS-INSTRUCTOR, CBSUA-SIPOCOT
 favorable to foreign capital that in turn limit domestic labor’s ability to
obtain better wages in simple words, “the rich become richer, and the poor
become poorer. “
 Hout observes that international dependence (another word for
globalization) tends to suppress adult wages, which in turn perpetuates
the role of children as economic necessities (the familiar saying “kapag
maraming anak maraming katulong sa hanapbuhay”) leading to explosive
population growth.
 Political and Military Dependence/Interdependence
 A survey conducted in late 2018 found the three in five Filipino
believe that United States would intervene on behalf of the country
in case of war (Viray, 2018). despite the current very conservative
stance of the US on its foreign policies, this can be taken as
evidence of the Philippines dependence on both the political and
military power of the US in order to maintain its sovereignty as a
nation-state in the Southeast Asia region. Similar things can be
said of Russia and the many communist nations throughout the
world.
 The point is that there are some forms of economic
dependence/interdependence, political dependence/
interdependence is not far behind, as the participating nations
strive to protect their investments and interests in one another.
 Expanded Flow of Expressive and Instrumental Culture
 Expressive culture, as the term suggests, deals with how a
particular culture expresses itself in its language, music, arts,
and the like. Globalization encourages the monetization of
these cultural artifacts and their import/export among
participating cultures; the increased consumption of which
changes the consuming culture.
 Instrumental culture, on the other hand, refers to “common
models of social order”, (Meyer, 2000)—that is, models or
ways of thinking about and enacting national identity, nation-
state policies both domestic and foreign, socio-economic
development, human rights, education and social progress.
 A simple example of this is the Philippine Educational
system: closely patterned after the American educational
system, education leaders in the country closely follow the
educational trends in America and select European
countries, perceiving them to be the global leaders in the
field.
 Expanded Flow of People among Societies
 The fact that globalization encourages the movement of
people between nation-states should come as no surprise to
us.
 Meyer (2000) observes three reasons for this:
a. Socio-economic migration explains the Philippines’ OFW
phenomenon. Filipinos travel abroad to find better economic
opportunities for themselves and their families for lack of
said opportunities here.
b. Political expulsion, on the other hand, has more to do with
trying to escape the political climate of a particular country,
thereby forcing an individual to seek asylum (and ultimately,
resettlement) in another more favorable country.
c. Travel for the sake of leisure is a strong indicator of
economic development as more and more Filipinos are able
to finance short-term travels abroad, fueled by curiosity that
is fed by social media and enabled by globalization.
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COS-INSTRUCTOR, CBSUA-SIPOCOT
 CULTURAL LITERACY
 Cultural Literacy is a term coined by Hirsch (1983), referring to the
ability to understand the signs and symbols of a given culture and
being able to participate in its activities and customs as opposed to
simply being a passive (and outside) observer.
 By its very definition, cultural literacy is culture-specific, but it is not
limited to national cultures contrary to what many people assume.
The culture of one workplace can be very different from another
school nearby.

CULTURAL LITERACY IN THE PHILIPPINES

 The National Commission for Culture and the Arts (NCCA) is the
government body tasked with the documentation, preservation, and
dissemination of Philippine Culture, both locally and abroad.
 Act 10066 (2010), PCEP has been designated as the body,
together with the Department of Education (DepEd), tasked to
“formulate the cultural heritage education programs both for local
and overseas Filipinos” that are to be an integral part of Philippine
education in all its aspects.
 Cultural education- and thus cultural literacy- in the Philippines is
quite a challenge, given that Philippines culture is a complex blend
of many indigenous and colonial cultures and varies widely across
regions and the average citizen is almost as ignorant of other
Philippine cultures as Foreigners are.

CHALLENGES FOR CULTURAL LITERACY IN THE PHILIPPINES

 As Applebee (1978) observes, interesting discussions on cultural
literacy give rise to some very difficult questions which are
particularly important to a multicultural and multilingual nation like
the Philippines.
a. What kinds of knowledge constitute cultural literacy? Is it
knowing fact, names, and dates, or it is something more
experiential like being familiar with a story or a particular song.
b. If culture is more “caught than taught,” should cultural literacy be
one of the goals of education? If yeas, how does one teach it?
c. Whose cultures must we be literate in to be considered “culturally
literate”? Who decides which cultures are included and which ones
are excluded, and on what bases?
d. is cultural literacy education simply a means for the dominant
culture to express its dominance over minority cultures?
e. How is cultural literacy to be assessed and evaluated? How can
we know someone is “culturally literate”?

MULTICULTURAL LITERACY
 Multicultural Literacy as a set of skills and knowledge is difficult to
define because of how it changes depending on the contexts in
which it is discussed.
 In America, multicultural literacy has very strong learnings toward
knowing or identifying or the poly-ethnic origins of knowledge with
the express goal of fostering equality, diversity, and social justice.
 Meanwhile, in Europe, multicultural literacy comes more in the form
of intercultural communication competence (ICC), which is defined
by Dusi, Messetti, and Steinbach (2014) as a composite of skills,
abilities, attitudes, personality patterns etc.

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COS-INSTRUCTOR, CBSUA-SIPOCOT
  We define multicultural literacy here as the knowledge and skills
necessary to ensure that any communication with a culture different
from our own is clear, productive, and respectful such that their
differences are celebrated and neither culture is demeaned or
treated as inferior.
 The skills and knowledge is required for one to be multi-culturally
literate are not mere language skills, since it is assumed that some
medium of communication already exists between two cultures.
Rather, true multicultural literacy consists of perspectives, attitudes,
and beliefs about the cultures that affects the manner in which we
communicate and the motives behind our communication. Here are
some examples:
1. Be Selfless- An attitude of selflessness- one that is less
concerned with how I feel and more concerned with how I am
making others feel- crucial to multi-literacy.
2. know that good and useful things can (and do) come from those
different from us- hand-in-hand with a dismissive attitude towards
another culture is the idea that nothing good can come from them.
3. Be willing to compromise- Any significant interaction with
someone from a different culture is governed by the principle of
“He/she wants something, and I want something.” In other words,
cultures do not interact out of pure magnanimity.
4. accepts that there are limits- At some point however, one or both
cultures, will be unwilling/unable to adjust their wants for the sake
of other aby further.

ISSUES IN TEACHING AND LEARNING MULTICULTURAL LITERACY IN THE

PHILIPPINES.
 Conflicting requirements for peace- when all is said and done, the heart of
multi-cultural literacy is peace among different cultures- that is, productive and
non-violent interaction. It is easy to assume that all cultures value peace to the
same degree and are therefore willing to make the same compromises in order
to attain it.
 Nationalistic and Regionalistic Pushback- The increasing demand for
multicultural sensitivity, inclusion, and diversity in the recent years has also given
to rise to resistance from groups who believe that their identity is being “watered-
down” by the needed compromises.
 The persistence of the problem- on the surface, multicultural literacy might seem
to just be a matter of “good common sense,” and understandably so, no one
actively desires to experience discrimination regarding what they know and what
they can and cannot do simply on the basis of race, ethnicity, or in the case of
the Philippines.
 Therefore, the primary issue that educators face in teaching multicultural literacy
to their students and learning it for themselves is, “why does this problem
persist?”.
 Another issue in teaching and learning multicultural literacy is better posited as a
question: “Why should I treat people of another culture with respect?”

4. Explore (Tasks/Activities) refer to your syllabus

Direction: Read the questions and instructions carefully. Write your answers on the
space provided.

1. What makes a person Filipino? If a person has Filipino parents but it is born in
another country, is he/she still a Filipino? What about if a person with foreign parents is
born and raised in the Philippines, is he/she Filipino? Explain your reasoning?

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COS-INSTRUCTOR, CBSUA-SIPOCOT
2. Have you interacted with people who have a different culture from yours? How was
your interaction with them? was it clear? Was it productive? Was it respectful? What
could you have done for a better interaction.

3. What is your attitude toward people who have a different culture from yours? Do you
celebrate how they are different from you? Do you look down on them?

4. Consider regional discrimination in the Philippines: If a woman speaks Cebuano or

bisaya in manila, she is often assumed to be a maid or yaya; if a man speaks Tagalog
with a heavy, provincial accent, he is often assumed to be a laborer, driver, or involved
in some form of manual servile labor. What are you own discriminatory practices?

5. Discussion Board

Questions:
1. What skills and knowledge do you need to improve in to become
multi-culturally literate?
2. Why should you as an individual respect and value people who
are different from you?
3. With a partner or triad, share answers to the following question:
How can you teach multi-cultural literacy in the classroom?
4. Explain to a peer what multi-cultural literacy is?

6. Post-competency Checklist (Formative Assessment)

Direction: Make a collage about Globalization. Make use of raw materials which are
available in your home. Make sure that the advantages and dis advantages of
Globalization are seen in your collage.
Rubrics:
Criteria Percentage
1. Originality or Uniqueness 1- Use only one
concept to make the
output.
2- The ideas are made
of a lot of concepts but
not from own idea.
3- The output is made
from a wholesome idea
and own concept.
2. Craftsmanship 1- The output is totally
made up of light
materials.
2- Uses light materials
that results to weak
output.
3- The output is durable
enough for display
purposes.
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COS-INSTRUCTOR, CBSUA-SIPOCOT
 3. Neatness 1- It is not clean.
2- Materials are not
pasted that results to
unfixed parts.
3- Each materials used
are neat and properly
pasted.
4. Organization 1- The ideas are
difficult to understand.
2- Some of ideas are
presented clearly but
not organized.
3- The idea of the
collage was conveyed
effectively and clearly.
Total:

Week 6 Social Literacy

1. Introduction

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.
At the end of this chapter, you should be able to develop a clear and practical
understanding of the following:
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.

2. Pre-Competency Checklist (Diagnostic/Pre-Assessment)

`Direction: Answer the following question below. (Good for 10 minutes only)
1. Are you more of a listener or a talker? Which social skills do you think you need to
develop? In what ways you can develop it/them??
2. If you were an employer, what would you look for in aspirants or applicants to your
company?

3. Learning Resources
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COS-INSTRUCTOR, CBSUA-SIPOCOT
 These are the learning resources that you can use for the wider understanding of
this topic.
1. Powerpoint Presentation made by the teacher.
2. Alata, E. J., et al. (2019). Building and Enhancing New Literacies Across the
Curriculumn. Rex Bookstore, Manila Philippines.
3. https://youtu.be?wIV-Bd0URKs

 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, 200-). Increasing emphasis has been placed on the
last component, particularly in terms of outcomes.
 Social skills 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
other.
 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.

a. Greeting- children develop relationships with peers by interacting with them.

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

b. 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.

c. 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
anticipated response of the listener, and then proceeds, alters, or avoids what
she has planned to say.

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

able to feeling what the other person feels. Empathy allows one to really connect
with other people.

e. Reading Social Cues- It is very important to read social cues in 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.

f. Previewing or Planning- Conversation also require that one previews or

thinks about what effects the words or actions may have on the listener before
she say or does them.

g. Problem-Solving- Problems and conflict are often a part of social interactions.

Someone may not agree, get angry, insult or become aggressive at something
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COS-INSTRUCTOR, CBSUA-SIPOCOT
 that one says. How one reacts to these conflict depends on how good her
problem solving are.

h. 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 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 play typically play the major role in teaching children social skills.
Parents can directly teach social skills by modeling, role-playing, and
providing opportunities for the child to rehearse and practice new skills.
They should encourage and praise the child for successfully using a new
skill.
 Schools 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 take an advantage of every opportunity to help children to
improve their social skills. They should be alert to teasing and bullying and
aware of children that are rejected or ignored by peers. They should work
cooperatively with the children’s parents to prevent the humiliation,
embarrassment, and distress that befall these children.

ISSUES IN TEACHING SOCIAL LITERACY

 The Acquisition of Social Literacy is a complex process that is

historically and culturally conditioned and content-specific. Children
learn through social practices both explicit and implicit, and become
human through social interaction.
 There are two distinct ways of answering the questions on how children
to 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
instinct. (Arthur, Davison, Stow, 2000)
 Social order is dependent sanctions and formal agreements.
 Rules are obeyed because they confer personal advantage on a child.
 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.

HUMAN NATURE

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COS-INSTRUCTOR, CBSUA-SIPOCOT
  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 the scrutiny.
 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.

 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
 Social 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 or even in casual clothing, texting, or using phones
during job interviews or even bringing their parents with them. 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.
 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.
 Social Intelligence in Traditional Communication- While emails has taken
over as 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.

4. Explore (Tasks/Activities) refer to your syllabus

Direction: Read the questions and instructions carefully. Write your answers on the
space provided.

1. If you are a parent at this time, what would you teach your children on social literacy?
How would you teach them?

2. How do teachers educate children of social literacy nowadays? What specific

content and learning experiences are there in the curriculum that develop social
literacy?

3. What is your attitude toward people who have a different culture from yours? Do you
celebrate how they are different from you? Do you look down on them?

5. Discussion Board

Questions:
1. What is social literacy?
2. What are the roles of the parents and teachers in teaching social
skills to children?
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 3. What are the issues in social literacy and what contribution can
you share to solve this problems?

6. Post-competency Checklist (Formative Assessment)

Direction: Read the questions and instructions carefully. Write your answers in the space
provided.
1. How do computer technology and social media affect your social skills that of your
peers? Cite positive and negative impacts of digital technology to communication?
2. Make a do’s and don’ts in the school and the workplace in relation to social literacy.
Present it creatively through an inforgraphic.

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COS-INSTRUCTOR, CBSUA-SIPOCOT