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

Morally upright – refer to thoughts, speech, actions, and motivations that adhere to a standard of
right or 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. Any system of
justice, whether national, regional, or local requires a body of rules or laws by which to measure
and administer rewards and punishment

Equitable – are the speech, actions, behaviors, and decisions that treat other fairly, regardless of
background or circumstances. Equity seeks the good of others, and labors to find means by which
everyone gets what they need. This should not be confused with equality, which connotes a fixed
standard of treatment for all people or everyone gets the same thing in the same amount.

 In Literature, social literacy is defined 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.

FUNDAMENTAL PRINCIPLES OF RELATING WELL TO OTHERS

1. Greeting- Children develop relationships with peers by interacting with them. The first step in a
social interaction is greeting someone. This is done in words, facial expressions, tone of voice, and
gestures such as nod or wave. The nonverbal 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.
2. Initiating Conversation- This requires good listening and attention skill, as well as the ability to take
turns and probe missing information. Being a good conversationalist requires turn-taking and
reciprocity. Children have to listen as well as talk. Impulsive children often have trouble knowing when
to talk and when to listen.
3. Understanding the listener- 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.
4. Empathizing – it means that on is able to feel what the other person feels. It allows one to really
connect with other people.
5. 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. It can be verbal or nonverbal.
*Verbal cues ae the words that the other person is saying. Tone of the voice is an important part of it.
6. Previewing or Planning – conversations also requires that one previews or thinks about what effect
the words or actions may have on the listener before she says or does them. If the impact will be
negative, one can adjust what she might say or do.
7. Problem Solving – How one reacts to conflicts depends on how good her problem solving are.
Conflicts cannot be avoided and are often necessary to clear the air. Solving a conflict requires
negotiation and compromise, give and take that results in a situation where all parties can live with and
help maintain friendship.
8. Apologizing- everyone makes social mistakes at one time or another. A person with good social skills
is confident enough o make a sincere apology for her error. This is a courageous act and is the quickest
and easier way to correct a social blunder. Apologizing is a sign of humble and mature character whwn
one commits mistakes.

The Role of Parents and Teachers in Teaching Social Skills to Children

 Parents typically play the major role in teaching children social skills. Parents can directly teach
social skills by modelling, role-playing, and providing opportunities for their child to rehearse
and practice new skills
 They should encourage and praise the child for successfully using a new skill.
 Teachers should be alert to teasing and bullying and aware of children who are rejected or
rejected or ignored by their peers
 Teachers should work cooperatively with parents to prevent the humiliation, embarrassment,
and distress that befall these children
 Pairing a socially inept child with a socially adept one, involving children in cooperative instead
of competitive learning exercises, identifying and acknowledging the strength of all children,
understanding social weaknesses, and creating an environment which diversity is acceptable
and celebrated can greatly enhance all children’s social abilities, sense of belongingness, and
self-esteem, not just in the classroom but in life as well

Issues in Teaching Social Literacy

Two distinct ways of answering the questions on how children learn to live socially with others and
with adults:
1. Normative and Communal – from their culture children learn customs that provide them with a
guide to act in ways that minimize conflict.
In this view, children are persuaded of the moral force of acting socially through their voluntary
association with others, both in their immediate circle, such as the family, and in the wider
community, for example, through membership of a church or a 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.

2. Pragmatic and Individualistic – in this view, social order is dependent on sanctions and formal
agreement. Rules are obeyed because they confer personal advantage on a child.

Subjective Standards of Morality

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 standard of measures between
good and bad changes, this gives us license to change as well and opened the gates to all kinds of
abuse. This, in effect, pulls the rug out from under any and all attempts of true justice and
equitability, since they themselves rely on a fixed moral standard.

Situational 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 in casual clothing, texting, or using phones during job interviews or even bringing
their parents with them. Such behavior demonstrated a lack of situational awareness about what is
appropriate to do in different social circumstances. While college classrooms or the actual office
atmosphere may allow for a more casual dress code, students need to be taught
what is socially acceptable in terms of dress or behavior for them to stand out above their colleague.
An ability to read social situations illustrates strength to employers.

Social Intelligence in Technological Communication

 Text-speak and technology use have affected many young people’s ability to communicate.
The use of 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.
 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 situations demand in terms of the formality of communication.

Social Intelligence in Traditional Communication

 Traditional modes of discourse still exists even if email has taken over as the primary
method of communication
 Example of traditional method is that employers still expect cover letters in addition to
resumes, and the lack of thank- you note for a gift is often perceived as more than a simple
social oversight or forgotten.
 An ability to craft these documents illustrates an understanding of social expectations and
denotes a level of respect or appreciation.
 Learning to write a cover letter or business letter or 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.