MODULE 3: SOCIAL

LITERACY

MODULE OVERVIEW
Welcome to one of the extremely important literacies, Social Literacy.
This module contains five lessons that will help understand why this 21st century
skill must be acquired. A student's successful performance and understanding of
social Skills, organizational skills, and communication skills are the major concerns of
this literacy. It is the students ability to connect effectively with those around them.
Social literacy spans across interacting with peers, family, coworkers, teachers, and
even people we may not have met face to face.
MODULE LEARNING OUTCOMES: At the end of the module, you should be able to.

✔ evaluate the value of social literacy to your personal lives;

✔ evaluate the implications of social literacy to the 21st century education:
✔ reflect on the importance of social literacy in teaching across the learning
areas:
✔ design teaching learning activities applying social literacy.

LESSONS IN THE MODULE

✔ Lesson 1: Social Cognition and Social Skills

✔ Lesson 2: Emotional Intelligence
✔ Lesson 3: People Skill
✔ Lesson 4: Social Media Ethics
✔ Lesson 5: Integration of Social Literacy to Teaching and Learning
 LESSON 4: SOCIAL MEDIA SKILLS

INTENDED LEARNING OUTCOME

After the lesson, you should be able to:
✔ apply ethics in social media engagements.

TIME FRAME: One

Week INTRODUCTION
Part of one’s everyday life is engaging in social media. One cannot escape from
this. This lesson will teach you the common social dilemma and ways on how to
maintain a positive personality in social media.

ACTIVITY
List down all Social Media platforms you are familiar with or have an account in.

1. Facebook

2. Instagram

3. Twitter

4. Omegle

5. Google

6. YouTube

7. Viber

8. Skype

9. Imo

10. WhatsApp
ANALYSIS
1. Do you vent out your emotions on social media? If yes, why?
Yes, I always vent out my emotions on my social media account specifically on
my Twitter account which only have limited persons who can read everything
that I'm posting. This way, I can express what I'm feeling either good or bad.
Sharing my emotions feels like my comfort zone whenever I've no confidence
to share it personally to someone.
2. What do you usually post or share in your social media account?
I always post photos of some special occasions like birthday, vacation, party
etc. I also post birthday greetings, my personal photos, and personal thoughts.
3. Do you believe that who you are on social media is your true self?

I highly disagree that who I am on my social media is my true self . In

social media, we can act like we are obedient by just simply commenting or
posting something that would encourage them to believe that we really are
obedient. In social media we can be confident in posting photos no matter
how we look even if thousands of our friends can see those but in reality, we
are not that confident. To simplify, in social media we can be who we want
to be even if that's not who we really are.

ABSTRACTION
The rise of Online Social Networking resulted in ethical dilemmas that are
growing in number. These include violation of privacy, misrepresentation, bullying, and
creepiness. Non-regulation of social communications is becoming more vulnerable to
fraud. This is the reason why ethics in the use of social media should be observed.

Common Dilemmas in Social Media

Invasion of privacy.The invasion of privacy would include any non-permissive
approach in taking personal or any other pertinent information about an individual which
can harm him.
Spamming. In spamming, users are usually bombarded with information which
does not interest them. The user’s relative information which he may be needing gets
under the pile and may get ignored because of that useless pile of spamming
which is obviously unethical.
Bashing. Expressing one’s self in social media has its limitations especially
when disparaging others' reputation. It is unethical because of its broad range of
negative impacts. Once you have posted something, it is not yours anymore and it
can go viral. This kind of case can also raise a risk for legal lawsuits.

Dishonesty. It is unlikely to be dishonest about anything even on social

networks. Making dishonest claims about yourself or anything else or going on
commenting offensive material is going to affect yourself or your company in the
end. By doing such activities you are risking your personal reputation and your
company’s name.

Before you post or comment, consider the following:

1. Is it too personal? No one likes self- centered people who only talk about
themselves. In social media balance boasting with complimenting.
2. Am I crossing the line? Don’t be too aggressive in reaching out to people.
3. Am I spamming them? Not everything or even the majority of what you
post should ask for something. Don’t make everything self-serving.
4. Am I venting or ranting?Research says that venting and ranting don’t help, it
never presents you in a positive light. Do not post negative comments or
gossip.
5. Am I being grateful? Respond and thank those who engage with you.
People must not be taken for granted.
6. Is this the right medium for the message? Not all messages must be
channeled through social media. Some may be given in person or other
means of communication.

APPLICATION

I. Cite the advantages and disadvantages in the teaching-learning process of the

following social media platforms:

Social Media Advantages Disadvantages

It is the most convenient Students can be distracted

social media platform for from the study. Facebook
the students. can turn away students'
1. attention from what is
happening in the class and
it affects the learning
process.
 Successful interaction can Some of students and
be developed using teachers do not use or do
Twitter for its unique and not have twitter account.
2. convenient style.

It allows video chat for Like facebook,

everyone. students can easily be
distracted when using
3. Instagram since most of
trending issues from
famous artists are on
Instagram.
it can guide both student Connections
and the teacher the right
job or won't necessarily happen
internship,and strengthen in real- time.
professional relationships,
4. and learn the skills they
need to succeed in their
career.
Both students and There are numerous
teachers can easily find videos that are uploaded
learning and teaching every day that come from
materials that would questionable sources.
support the teaching and Some videos are designed
5. learning process. to sell products or
promote a personal
agenda.

II. Research on at least five (5) impact/effects of cyberbullying to students.

III. Consider yourself a social media influencer. Create a vlog of your chosen topic/
subject that will benefit the society. Save your video in your Google drive and paste
the link in the Google classroom.

GradingScheme:(Perfectscore:30pts)
• Relevancetosocialmediaissue -10pts
• Audio-visualclarity -10pts
• Creativepresentation -5pts
• Observetimelimit–maximumof3mins-5pts

CLOSURE
Congratulations! Remember to ponder upon the lessons you have learned on
social media literacy.

LESSON 5: INTEGRATION OF SOCIAL LITERACY

TO TEACHING AND LEARNING
INTENDED LEARNING OUTCOME
At the end of the lesson, you should be able to:
✔ create learning outcomes and learning activities that promote social
literacy skills.

TIME FRAME: One Week

INTRODUCTION
As preservice teachers, possessing social literacy skills are important things to
consider. However, you should not only keep it to yourself but impart it in the
classroom. The lessons here are practically designed to help bridge the teachers
towards their students in acquiring the said literacy.

ACTIVITY
List five classroom activities that you like most.

1. Think, pair and share

2. Buzz session
3. Debate
4. Charade
5. Pictionary

ANALYSIS
1. Why do you like these activities?
I like these activities because aside from it is enjoyable, it can develops
collaborative skills and it increases engagement.

2. How did these help you as a student?

As a student these activities does not online help me develop cognitive skills
but as well as motor and social skills.
ABSTRACTION

Students today have taken to social networking; yet, there is little social
interaction taking place in many of today’s classrooms from kindergarten
through college. What is happening in most classrooms is a one-way communication
wherein the teacher is the one doing most of the talking. One kindergartener said to
his mother after his first day of school that what teachers do is keep on talking. He
said the same thing after his first day of high school and his first day of
college.These observations are not uncommon. As early as 1984, Goodlad wrote “the
data from our observations in more than 1,000 classrooms support the popular image
of a teacher standing in front of a class imparting knowledge to a group of students”
(p. 105). Smith wrote in 1998 that teachers talk 90% of the time in classrooms.
Frey, Fisher, and Allen (2009) observed that “students are expected to sit hour
after hour, taking notes, and answering the occasional question with little
interaction with peers” (p. 70).

When students are the readers, writers, speakers, listeners, and thinkers in the
classroom, they shoulder the responsibility for them to become actively engaged and
in social interaction with others (Alvermann & Phelps, 2005; Vacca, Vacca, & Mraz,
2011). Socially interactive learners are engaged learners (Vacca et al., 2011).
Routman (2005) contends “students learn more when they are able to talk to one
another and be actively involved” (p. 207). Social interaction is vital to the learning
process.

How to formulate Intended Learning Outcomes (ILO) that will promote Social Literacy:
1. Begin with the end in mind. Since you want students to develop social literacy,
make sure to know how they will end having the said literacy.

ex. a.)Composeasongorajinglethatwillpromotefriendship.
b.)Determinewaysonhowtopraisestudentsintheclass.

2. Make sure students collaborate so they can communicate, interact, or even

solve problems and negotiate within the group.

ex.a.)CreateabrochureontravelitineraryinRegionXI.
b.)Writeapositionpaperaboutyourgroup’sstandonthegovernm
ent’saction
totheCOVID-19pandemic.

3. Values should be integrated in the lesson.

ex.a.)Writeaquotationthatdepictspositiveattributesofateacher.
b.)Createablogabouttheimportantcontributionsofteachersinthesociety.

4. Higher Order Thinking Skills (HOTS) must be expected among

students. ex. a.) CritiquetherecentSONAofPresidentRodrigoDuterte.

b.)DecidewhetherLocallyStrandedIndividuals(LSIs)shouldbeacceptedby
theirLocalGovernmentUnit(LGU)ornot.

Teaching Learning Activities that Promote Social Literacy

1. Pair/Group Activities
 ● think-pair-share
● Round Robin
● Jigsaw Puzzle
● Role Play
● Panel Discussion
2. Collaborative Activities
● Research
● Experiment
● Debate
● Inner Circle Outer Circle
● Blogging

APPLICATION

1. Research at least ten teaching strategies (with cited authors) that will
promote social literacy among students.

1. The One Sentence Summary (OSS)

Challenges students to answer the questions “who does what to whom, when,
where, how, and why?” about a given topic, and then to synthesize those
answers into a single summary sentence (Angelo-Cross, 1992).

2. Assign classroom jobs

Assigning classroom jobs to students provides opportunties to demonstrate
responsibility, teamwork and leadership. Jobs such as handing out papers,
taking attendance, and being a line-leader can highlight a student's strengths
and in turn, build confidence ( A. Watson, 2010).

3. Role-play social situations

As any teacher knows, it's important to not only teach the students a concept or
lesson but then give them a chance to practice what they have learned. For
example, if we teach students how to multiply, then we often provide a
worksheet or activity for the students to show us their understanding of
mulitiplication. The same holds true for teaching social skills (Alberta
Education, 2006).

4. Pen-pals
For years, I arranged for my students to become pen-pals with kids from
another school. This activity was a favorite of mine on many different
academic levels; most importantly it taught students how to demonstrate
social skills through written communication. Particularly valuable for introverted
personalities, writing letters gave students time to collect their thoughts (Lisa
Mims, 2013).

5. Large and small group activities

In addition to the academic benefits, large and small group activities can give
students an opportunity to develop social skills such as teamwork, goal-setting
and responsibility. Students are often assigned roles to uphold within the
group such as Reporter, Scribe, or Time-Keeper. Sometimes these groups
are self- determined and sometimes they are pre-arranged. Used selectively,
group work can also help quieter students connect with others, appeals to
extroverts, and reinforces respectful behavior (B. Ward, 1987).
 6. Big buddies
We know that learning to interact with peers is a very important social skill. It
is just as important to learn how to interact with others who may be younger
or older (Bloomfield Hills).

7. Storytelling
There are dozens of stories for kids that teach social skills in direct or
inadvertant ways. Find strategies to incoporate these stories in your class
programs. You can set aside some time each day to read-aloud a story to the
entire class or use a story to teach a lesson. Better yet, have your class write their
own stories with characters who display certain character traits (Brakke, K., &
Houska, J. A., 2015).

8. Class meeting
Class Meetings are a wonderful way to teach students how to be diplomatic,
show leadership, solve problems and take responsibility. Successful
and productive meetings involve discussions centered around classroom
concerns and not individual problems (Donald Styles, 2002).

9. Explicit instruction
Finally, teachers can carve out a time in their curriculum to directly teach
social skills to their students. Research-based programs such as Second Step
provide teachers and schools with explicit lessons for social development
( Nicole Eredics, 2015).

10. A “one-minute paper”

Defined as a very short, in-class writing activity (taking one-minute or less
to complete) in response to an instructor-posed question, which prompts
students to reflect on the day’s lesson and provides the instructor with useful
feedback. This strategy was originally developed by a Physics professor at the
University of California, Berkeley (cited in Davis, Wood, & Wilson, 1983).

2. Formulate five Learning Outcomes (LOs) together with their corresponding

Teaching Learning Activities (TLAs)

Learning Outcomes Teaching Learning Activity

1. Identify tools and equipments Oral Recitation

in baking and it's uses. In this activity, the teacher will
present pictures of tools and equipments
and the students will give identify the its
uses.

2. List the characteristics and Pictionary

functions of wheat flours, starches, Students will be grouped into four. Each
sugars, fats, milk and milk group must have one representative to
products, eggs, leavening agents, draw the ingredient provided by the
chocolate and
 cocoa, and salt. teacher. Members of each group mut
recognize the drawing. Once they are able
to recognize it they will gain 1 point. If
they will be able to state its
characteristics and functions they will
have another 2 points.

3. Explain the importance of Criticall Analysis

weighing baking ingredients. The teacher will let the students make
critical analysis on the importance of
weighing baking products and site some
authors to support their claims.

4. Produce flavoured cakes Cake it!

In this activity, the teacher will now assist
the learners of the students by allowing
them to produce a cake with flavour by
themselves.

5.Exhibit the use of sanitation Video making

and safety practices in baking Students must make a video showing
production proper sanitation and safety practices as
they perform baking.

CLOSURE
Congratulations! Lessons on social literacy have finally ended. You are now set
for another skill to be acquired.