SOCIAL LITERACY

GLADYS L. PANGANIBAN
CPSU: Hinoba-an Campus
  Social literacy deals with the
development of social skills,
knowledge and positive human
?tlaiiclo
ycare S
values.

 The ability of social literacy is

the capacity of a person to be
able to live and contribute to
his or her community, which
involved intellectual skills,
social skills, cooperative skills,
and attitudes and values.
  Social skills learning helps prepare
young people for success in
transition and adulthood.

Why is social
 Social skills learning improves
literacy
students' communication with
important? peers and adults, improves
cooperative teamwork, and helps
them become effective, caring,
concerned members of their
communities.
  Better relationships
 Better communication
 greater efficiency
 advanced career projects
Impact of  increased over-all happiness
Social SKills?  Social skills learning improves students'
communication with peers and adults,
improves cooperative teamwork, and
helps them become effective, caring,
concerned members of their communities.
  gaining ideas, information,
techniques and perspectives from
pee with different areas of
expertise
Importance of  providing own perspective for the
social literacy in benefit of others
schools?  accomplishing tasks and difficult
situations
 accomplishing tasks and working
together toward shared goals
  providing mutual support for new
opportunities
 gaining feedback and referrals
Importance of from people who can personally
social literacy in attest to work, skills and qualities
schools?  make the school truly a healthy
and conducive learning
environment
  Students of all ages can use these tools to
practice the skills which are reading,
writing, speaking, and listening.

Social Literacy
Tools
  Social literacy is concerned with
the empowerment of the social
What are the and ethical self which includes
main focus of the ability to understand and
social literacy? explain differences within
individual experiences.
SOCIAL LITERACY SKILLS
Relationship Engagement
Respect
Problem-solving Skills
Interpersonal Skills
SOCIAL LITERACY SKILLS
Communication
Conflict Resolution
ActiveListening
Empathy
What is the meaning
of communication  This means they need to be able to
literacy? speak well, listen to others effectively,
read with fluency, understand what
they have read and be able to write
skillfully and with a sense of style.
What is the meaning
of communication  This means they need to be able to
literacy? speak well, listen to others effectively,
read with fluency, understand what
they have read and be able to write
skillfully and with a sense of style.
What is the meaning
of communication  This means they need to be able to
literacy? speak well, listen to others effectively,
read with fluency, understand what
they have read and be able to write
skillfully and with a sense of style.
  maintain eye-contact
 use proper body language
 know the difference between being
assertive and being aggressive
How to improve  select effective communication
social skills? channels
 be flexible
 accept criticism without being
defensive
 remain positive at all times
 be teachable and a good student always
Emotional Intelligence
  Emotional Intelligence is the ability
to recognize, understand and

Emotional manage own emotions; and

recognize, understand and influence
Intelligence emotions of others.
.
  Emotional Intelligence is important
during:
 giving and receiving feedback;

Importance  meeting tight deadliness;

of Emotional  dealing with challenging

relationships;
Intelligence  not having enough resources;
dealing with change; and,
 experienceing setbacks and failures.
  Think about feelings
 Pause
 Strive to control one’s thought
Enhancing
Emotional  benefit from criticism
Intelligence  show authenticity
 demonstrate empathy
 praise others
  give helpful feedback
 apologize
 forgive and forget
Enhancing
Emotional  keep commitments
Intelligence  help others
 protect oneself from emotional
sabotage
 Belief
Analytical mind
Adaptability
Characteristics of Needs and wants
emotionally Desire to help others
Intelligent Person Curiosity
Optimism
Passion
Empathy
Self-awarenes
BAND COPES
  One of the most important ‘do’s’ that
children learn is described by the norm
Social responsibility of social responsibility, which
prescribes that individuals should help
other people who are dependent on their
help.

 Prosocial behavior is a direct function

of how responsible people feel in a
social situation.
Social responsibility  Perceived dependency elicited the
norm of social responsibility, which in
turn motivated prosocial responses.
But prosocial activities require
sacrifices, which can be avoided by
passing the responsibility to others;
and as we have seen, the presence of
other people diffuses responsibility.
  The norm of self-sufficiency implies
that people should take care of
themselves first.

Self-suficiency
 1. The person becomes aware that
something is happening.

2. Interpretation of the event as an

emergency and recognition of the other’s
Five-step need.

Process Model 3. Generation of a sense of personal

responsibility.
Of Prosocial 4. Generation of available modes of
Behavior assistance.
5. Implementing the intervention (i.e., acting or
not) depending on the result of the decision
process.
  Feeling of obligation to perform a
specific action in accordance with
personal values and normative
beliefs.

Personal Norm
FairnessNorms  Individuals follow normative
expectations about the level of
rewards that they themselves deserve
and the costs that are fair and
reasonable for them. Fairness norms
are applied to one’s own and to
others’ benefits and deprivations.
  Receiving and being seen to
receive help is not always a
CONSEQUENC positive experience. Help-givers
ES OF need to be sensitive to the
RECEIVING perspective of the help-recipient, to
give help only when it is needed
HELP
and without it constituting a threat
to the help recipient’s self-esteem.
  Prosocial behavior is less likely to occur
when other people are around because
responsibility is diffused across bystanders,
SUMMARY who then model passive behavior to each

AND other.
 The presence of others also reduces helping
CONCLUSIO because it increases embarrassment.

NS  People may also fail to help because they

lack competence, or are under time
pressure.
  The psychological approach shows that
SUMMARY people are more likely to help when in a

AND
positive mood, but also when they feel
guilt and when they have attributes of the
CONCLUSIO prosocial personality (especially a sense
of social responsibility, empathy and
NS internal locus of control).
SUMMARY  Longer-term helping (e.g.,
AND volunteering) is a function of

CONCLUSIO both egoistic and altruistic

motivations.
NS
  People are also more likely to
help in communal than in
SUMMARY exchange relationships, when
AND they believe they are serving
CONCLUSIO their own interests, and when
NS guided by norms of social
responsibility and fairness.
  Receiving help is not
unequivocally positive. It can
imply weakness and need. It is
SUMMARY therefore important that help-givers
AND adopt the perspective of the help-
CONCLUSIO recipient, give help sensitively and
NS only when it is needed, and are
careful not to threaten the help-
recipient’s self-esteem.