Chapter 3 Social Literacy the ability to take turns and probe for

missing information.
Social Literacy – concern itself with the
development of social skills, knowledge, and 3. Understanding the listener – a social
positive human values that enable human adept child quickly and unconsciously
beings to act positive and responsibly in identifies and categorizes his listener,
range of complex social settings. measures what he/she has planned to say
against the anticipated response of the
Moral Upright – refers to the thought,
listener.
speech, actions, and motivation that adhere
to a standard of right and wrong. 4. Empathizing – empathy is more than
perspective taking. It means that one is able
Equitable – are the speech, actions,
to feel what the other person feels.
behaviors and decisions that treat others
fairly. 5. Reading social cues – cues are the hints
and signals that guide us to the next thing
Social Skill – is defined in literature as the
to say or do.
ability to interact with others in a given
social context in specific ways that are 6. Previewing or Planning – conversations
socially acceptable or valued and at the also require that one previews or thinks
same time personally beneficial, mutually about what effect the words or actions may
beneficial or primarily beneficial to others. have on the listener before she says or does
them.
3 inter-related components of social skills
7. Problem Solving – this requires
 Social perception
negotiation and compromise, give and take
 Social cognition
that results in a situation where all parties
 Social performance
can live with and help maintain friendships.
According to Lawson 2003 these range from
8. Apologizing – this is a outrageous act and
the ability to initiate, maintain, and end a
is the quickest and easiest way to correct a
conversation to reading social signals to
social blunder.
more complex skills such as solving
problems and resolving conflict. 2 distinct ways of answering the question
on how children learn to live socially with
Types of Social Skills
each other and with adults.
1. Greetings – the first step in a social
Normative and communal – children learn
interaction. Done not only with words like
customs that provide them with guide to act
“hi” or “how are you?” but with facial
in ways that minimize conflict.
expression, tone of voices, and gestures
such as a nod or a wave. Pragmatic and individualistic – the social
order of the children is created by explicit
2. Initiating conversation – this requires
and implicit agreements entered into by
good listening and attention skills, as well as
selfish instinct.

Chapter 4 Financial Literacy
Financial Literacy – the ability to read,
analyze, manage, and communicate about
the personal financial condition that affect
material well-being.
Mandell 2009 define the financial literacy as
the ability to use knowledge and skills to
manage one’s financial resources effectively
for lifetime security.
Hasting et al. 2013 refers to financial literacy
as:
 Knowledge of financial products
 Kowledge of financial concept
 Having the mathematical skills or
numeracy necessary foe effective
financial decision making
 Being engaged in certain activities
such as financial planning.
R.A. 10922 a.k.a. “Economic and financial
literacy act” – mandates DepEd to ensure
that economic and financial education
becomes an integral part of formal learning.
6 Standard gearing toward deepening
student’s understanding of personal
finance through an economic perspective.
 Earning income
 Buying goods and services
 Saving
 Using credit
 Financial investing
 Protecting and insuring
6 major characteristic types in how people
view money (Incharge 2017)
Frugal – people who seek financial security
by living their means and saving money.
Pleasure – people who use money to bring
pleasure to themselves and other.
Status – people who use money to express
their social status. They like to purchase and
show off their branded items.
Indifference – people who place very little
importance on having money and would
rather grow their own food and craft their
own clothes.
Powerful – people who use money to
express power or control over others.
Self-worth – people who spend money for
self-worth value how much they accumulate
and tend to judge others based on the
amount of money they have.
2 common Spending Pattern
Habitual spending – occurs when one
spends, out of a habit, when one buys the
same item daily, weekly, or monthly.
Impulsive spending – occurs when one
mindless purchase items that he or she
does not need.
Fixed VS Variable Expenses
The fixed expenses remain the same year-
round while the variable expenses occurs
regularly but the amount you pay varies.
Needs VS Wants
The needs are essential to our survival
while the wants are things that you would
like to have but you can live without.
Setting Financial Goal
Short-term goals – can be measure in week
and can provide instant gratification and
feedback.
Medium-term goals – should be
accomplished within one to six months.
These goal provide opportunity for
reflection and feedback and require
discipline and consistency.
Long-term goal – can take year to achieve.
These includes saving money for a down
payment on a home, a child’s college
education, and retirement.
Developing a spending Plan
1. Record – keep a record of what you
spend.
2. Review – analyze the information and
decide what you do.
3. Take action – do something about what
you have written down.
Some reason why saving is important:
Emergency Bolster – you should save money
to avoid going debt just to pay emergency
situation.
Retirement – you will need saving/
investment to take place of income you will
no longer receive when you retire.
Future events – you need to save for future
events like weddings, birthdays,
anniversaries, and travel so as not sacrifice
your fixed expenses.
Instability of social security – pensions from
social security should only serve as
supplementary and not the primary source
of income after retirement.
Chapter 5 Digital/ Media Literacy
Aufderheide (1993) – define it as ability to
access, analyze, evaluate and communicate
message in a variety of forms.
Christ and Potter (1998) – define it as the
ability to access, analyze, evaluate and
create messages across a variety of
contexts.
Hobbs (1998) – posits that it is a term used
by modern scholar to refer to the process of
critically analyzing and learning to create
one’s own message in print, audio, and
multimedia.
Media literacy – defined as the ability to
identify different types of media and
understand the messages they are
communicating.
Boyd (2014) – media literacy education
began in the united states and united
kingdom as a direct result of war
propaganda in the 1930s and the rise of
advertising in the 1960s.
Types of media
 Television
 Radio
 Newspaper
 Magazines
 Books
 Handouts
 Flyers
What Media Literacy is not
 Criticizing the media is not, in and of
itself, media literacy.
  Merely producing media does not
equal media literacy.
 Viewing media and analyzing it from
a single perspective is not media
literacy.
 Media literacy does not simply mean
knowing what and what not to
watch; it does mean “watch
carefully, think critically”
Challenges to Media Literacy Education
Koltay (2011) – skills and attitudes that
are learned by doing and repetition
rather than mere classroom discussion.
Livingstone and Van Der Graaf (2010) –
identified “how to measure media
literacy and evaluate the success of
media literacy initiatives” as being one
of the more challenges facing education
in the 21st century.
Digital Literacy – defined as the ability to
locate, evaluate, create
communicate information on various
platforms.
Digital literacy also called as the
following:
 E-literacy
 Cyber literacy
 Information literacy
Shapiro and Hughes listed skills and
competencies
 Tool literacy – competence in using
hardware and software tools.
 Social-structural literacy
understanding the production and
social significance of information.
 Research literacy – using IT tools for
research and scholarships.
 Publishing literacy – ability to
communicate and publish
information.
 Emerging technologies literacy –
understanding of new development
in IT.
 Critical literacy – ability to evaluate
the benefits of new technologies
Bawden (2008) collated the skills and
competencies compromising digital literacy
from contemporary scholar on the matter
into four groups.
1. Underpinnings – this refers to those skills
and competencies that support or enable
everything else within digital literacy.
2. Background Knowledge – refers to
knowing where information on a particular
subject or topic can be found.
and 3. Central Competencies – these are skills
and competencies that a majority of
scholars agree on as being core to digital
literacy.
4. Attitudes and Perspectives – suggest that
it is these attitudes and perspectives that
link digital literacy today with traditional
literacy.
 Independent learning – the
initiative and ability to learn
whatever is needed for a person’s
specific situation
 Moral/ social literacy – an
– understanding of correct,
acceptable, and sensible behavior in
a digital environment.