CHAPTER 3

Social Lite racy

OBJECTIVES
A t t h e e n d of this chapter, y o u should b e able t o :
* develop understanding of the working definition of social literacy;
* explain t h e roles o f parents a n d teachers in t e a c h i n g social skills to
children; a n d
. discuss a n d e x a m i n e issues i n social literacy.

Social literacy concerns itself with t h e d e v e l o p m e n t o f social skills,

knowledge a n d positive human values that enable human beings to act
positively a n d responsibly in range of complex social settings. It is the knowledge
 TT —y

o f1ow to beh ave a n d frea t oth er

people in a way t h a t is morally upright
a equiable. wit h a vie w o f promoting positive a n d productive relations
a r e free from unf air pre jud ices , hat e,
a n d discrimination. The se thre
descriptions will b e e x p l a i n e d bel ow.
°
By morally upright, we refe r to thoughts, spe ech
, act ion ivat i
tha t a d h e r e t o a stan dar d o f right a n d wong,
O n the other hana la
fo Speech, a c t i o n s , a n d behaviors t h a t are in-line with a fixed stan dard of
Justice—a syst em t h a t promotes a n d rewa rds g o o d a n d a t t h e s a m e time
puni shes wrongdoing. A n y syste m o f justic e, whet her national, regional, orlocal
requ ires a body o f rules o r laws by which to meas ure a n d
administer rewards
a n d p u n i s h m e n t . E q u i t a b l e are t h e s p e e c h , action s, behav iors,
a n d decisions
t h a t treat others fairly, regard less o f backg round or circumstances. Not to b e
c o n f u s e d with equality, which c o n n o t e s a fixed standa rd o f treatme nt for all
p e o p l e , equity seeks t h e good o f others, a n d labors to find means by which
everyone g e t s “ w h a t t h e y n e e d " rather t h a n simply “everyone gets t h e s a m e
thing in the same amount.” :
Peers a n d schools play a formative role o n t h e social skills development of
children. These social skills are often expressed as consisting of three inter-related
components: social perception, social cognition a n d social performance
(Arthur, Davison, & Stow, 2000). Increasing emphasis has been placed o n the last
c o m p o n e n t , particularly in terms of outcomes. Social skill is defined in literature
a s ‘ t h e ability to interact with others in a given social context in specific ways that
are socially a c c e p t a b l e o r valued a n d a t t h e same time personally beneficial,
mutually beneficial, o r primarily beneficial to others.’
There are several types o f social skills that must b e mastered for a child
to be socially a d e p t . These range from the ability to initiate, maintain, a n d
e n d a conversation to reading social signals to more complex skills such as
solving problems a n d resolving conflict (Lawson, 2003). The following examples
repres ent s o m e o f t h e fundamental principles o f relatin g well to others. Children
with social skill deficits c a n b e t a u g h t these skills directl y by parents, teachers,
role-playing, rehearsal,
and/o r profes siona ls using t h e strate gies o f modeling,
a n d pr ac tic e.
Greeting — Children deve lop relationships with peers by interacting
with them. The first step in a social interaction is gree ting someone.
or “Ho w are
Greeting others is d o n e n o t only with words like “Hil”
d gestures such as
y o u ? " but with faci al expressions, tone of voic e, a n
f gre etin g som eon e is just as
a n o d or a wav e. The n o n v e r b a l part o
one says but how he/
important as the words. It is not so much wha t
to see them.
she says it that lets people kno w he/she is glad
ordertocamryona conversation, a child must
&¢ersation-in
Conv
Initiating
itiate , maintain a n d clos e conversation appropriately. This
be able ton
lity to take
d listening and attention skills, as well as the abi
requires 90°
ulum |
. iy Enhancing New Literacies Across the Curric
n

36 | Building?
 ist
turns and prob e for missinginformation. Being a good conversational
requires turn-taking and reciprocity. Children have to listen as well as
talk. If they d o not show a n interest in what the other person has to say,
they probably will not b e interested in talking. Impulsive children often
have trouble knowing when to talk and when fo listen.
_ Understanding the listener - Once a conversation is initiate d, it has
to b e maintained. In-order to d o that, it is importa nt to underst and
~ the audience one is talking to. A socially adept child quickly a n d
unconsciously identifies and categorizes his listener, measures what
he/she has planned to say against the anticipated response of t h e
listener, a n d then proceeds, alters, or avoids w h a t she has planned
to say. He/She knows that talking to authority figures is not done In
t h e same way when talking to peers. A misread of t h e listener o f t e n
leads to a misunderstood message and potential social rejection. To
converse in a socially appropriate manner, children must b e able to
take t h e perspective or point of view of the other person, i.e., think
t h e way they think. To d o this a child must pretend t h a t he/she is t h e
listener a n d think a b o u t what he/she n e e d s t o h e a r t o u n d e r s t a n d
what is being said.
Empathizing - Empathy is more t h a n perspective taking; it m e a n s
t h a t o n e is a b l e to feel what the other person feels. Empathy allows
o n e to really connect with other people. Other children often think o f
children who lack empathy as m e a n , unkind, or self-centered.
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. Social cues can.be verbal or nonverbal. Verbal
cues are the words that the other person is saying. Tone of voice is
a n important part. of verbal cues. Good detectives p a y very close
attention to nonverbal cues. :
Previewing or Planning - Conversations also require 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 b e negative,
one can adjust what she might say or do.
Problem-Solving ~ Problems a n d conflict are often a part of social
interactions. Someone may not agree, get angry, insult, or become
aggressive a t something that one says. How one reacts to these
conflicts depends on how good her problem solving skills are. Conflicts
cannot be avoided and are often necessary to “clear the air.” Turning
a conflict from a "win-lose” situation t o a “win-win” situation is the best
way to resolve conflict. This requires negotiation and compromise,
give a n d take that results in a situation where all parties c a n live with +
a n d help maintain friendships.

3 SocialLiteracy |
CHAPTER 37
 Apologizing - Everyone makes social mistakes a t o n e time or another,
A person with good social skills is confident enough to make a sincera
apology for her error. This is a courageous a c t a n d is the quickest ang
easiest way t o correct a social blunder. In reality, o t h e r p e o p l e Usually
h a v e a higher opinion o f someone who apologizes for making q
m i s t a k e , Apologizing is a sign e f humble a n d m a t u r e c h a r a c t e r when
o n e com mits mistakes.

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

Par ent s typically p l a y t h e ma jor r o l e i n t e a c h i n

Parents can directly teach social skillsb chili .
9 children social skill.

38 | Building andEnhancingNew Literacies Across the Curriculum

 programs that often involve group work with peers. Children must then
generali ze t h e skills t h e y l e a r n i n t h e g r o u p t o s c h o o l a n d o t h e r personal social
situations.
School is t h e p l a c e where childre n spend the majorit y of their time with
peers. It is, therefor e, a natural a n d perfect selting for children t o learn o n d
practice s o c i a l skills. While t e a c h e r s d o n o t h a v e t o t e a c h a class i n social skills,
they c a n t a k e a d v a n t a g e o f e v e r y o p p o r t u n i t y t o h e l p c h i l d r e n i m p r o v e their
social skills. They s h o u l d b e alert t o teasing a n d bullying a n d a w a r e o f c h i l d r e n
that are rejecte d or ignored by their peers. They should work cooper atively with
t h e children's p a r e n t s t o p r e v e n t t h e humiliation, embar rassm ent, a n d distress
that befall t h e s e children. Pairing a socially i n e p t c h i l d w i t h a sociall y a d e
p t one,
involving children in coope rative instea d of competitive learnin g exercises,
identif ying a n d a c k n o w l e d g i n g t h e strengt hs o f all children, understanding
social weakne sses, a n d c r e a t i n g a n environment in w h i c h diversity is a c c e p t e d
a n d celebrated c a n greatly enhanc e all children's social abilities, sense of
belongingness, a n d self-esteem, n o t just in the classroom b u t in life as well.

| Issues in Teaching Social Litera cy

How children develop their social literacy is intrinsically a contextua l matter

a n d is n o t something t h a t c a n b e easily traced in a linear or develop mental
fashion. The acquisition o f social literacy is a c o m p l e x process t h a t is historical ly
a n d culturally conditioned a n d context-specific. Children learn through social
practices, b o t h explicit a n d implicit, a n d become h u m a n through social
interaction. Nevertheless, it is also the case that children engage in social

CHAPTER 3 SocialLiteracy |] 39
 children are disposed fo be
activity befo re they are taught it; in other words,
t.
social befo re they learn what sociability is all abou

rose
ren
There are two distinct ways of answering the question on how child
ative ;
learn to live socially with each other and with adults. The first view is norm
a n d communal. From their cultu re, c h i l d r e n l e a r n c u s t o m s t h a t provi de them
pragmatic
with a guide to act in ways that minimize conflict. The seco nd view is
and
and individualistic. The social order of children is creat ed by explicit
the worst
implicit agreements enter ed into by self-seeking individuals to avert
consequences of their selfish instincts (Arthur, Davison, & Stow, 2000). In this last
view, social order is dependent o n sanctio ns a n d formal agreements. Rules are
obeye d becau se they confer person al advan tage o n a child. In t h e normative
view, children are persua ded of the moral force of acting socially through their
voluntary associations with others, both in their immediate circle, such as the
family, a n d in the wider community, for example, through membership of a
church or club. The child in this normative view will not only know the correct
behavior b u t will perform the role without a n y need for regular, Conscious
reference to the rules governing it.
Teaching social literacy in schools is n o t a s easy a s i t appears t o b e due to
subjective standards of morality a n d inherent human capacity to judge and
make excuses. ’

Subjective Standards o f Morality

The natural outcome of postmodern philosophies is t h a t truth a n d morality

are considered subjective a n d o p e n to individual interpretation. This c a n b e
seen in the current culture, where actions a n d behavioral patterns that were
once considered bad have now become acceptable—so m u c h so that many
now consider t h e m to be e v e n g o o d . When t h e standard o f measure between
good a n d b a d changes, this gives us license to c h a n g e as well a n d opens the
gates to all kinds of abuse. This, in effect, pulls the rug out from under any and
all attempts a t true justice a n d equitability, since they themselves rely on a
fixed moral standard. : :
Interestingly, many of those who insist on a subjective moral standard wil
be the first to demand for a fixed moral standard when they themselves fall
victim to a subjective morality’s inevitable outcome.

- Human Nature

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, a n d equity, but balk when our words and
actions come under their scrutiny.In other words, we insist that others be judged
according to a fixed moral standard, b u t invoke a subjective o n e when our

40 | Bullding and EnhancingNew Literacies Across the Curriculum

 eive ourselves
own behavior is questioned. We demand justice when we perc
with excuses whe n
to b e victims of wrongdoing. but we surround ourselves
are relu ctan t whe n
we d o wrong. We insist that others trea t us equitably, but
treating others with equity costs more t h a n we e x p e c t e d .

Today's students h a v e grown u p with t h e Internet t h a t they h a v e b e c o m e

inseparable from their gadgets. Blake (2017) offers helpful reminders t o y o u n g
professionals in terms o f social skills in t h e m o d e r n age. This situatio n unders cores
the importance of educating students in w h a t c o u l d b e called social literacy
to ensure their a c a d e m i c a n d career success.

Situational Awareness in the Workplace

While casual office attire has become the norm in many offices, job
interviews typically require more formal dress a n d behavior t o demonstrate
‘ a level of respect. Stories prevail of young adults showing u p t o interviews
in casual clothing, texting, or using phones during job interviews or even
bringing their parents with them. Such behavior demonstrates a lack of
situational awareness about what is approp riate to d o in different social
circumstances. While colleg e classrooms or the actual office atmosphere
Ne IARTED wi Ten

CHAPTER3 Social Literacy | 41

Mn
oe
 may allow for a more casual dress code, students need to b e taught wh,
is socially acceptable in terms of dress or behavior for them f o stand g y
‘above their colleagues. A n ability t o r e a d social situations illustrates strength
t o employers—quickly p i c k i n g u p o n a client's m o o d o r expectations jp,
various business or cross-cultural situations c a n b e the difference between,
success and failure.

Social Intelligence in Technological Communication

Text-speak a n d technolog y use have affected many young people's ability
to c o m m u n i c a t e . While email has deformal ized m u c h of t h e communication
process, students still n e e d to ensure their writing d e n o t e s respect a n d provides
e n o u g h contex t for professors (or future employers) to readily respond. In
addition, text-spea k h a s reduced s t u d e n t s ’ ability to communicate using
correct grammar. Through studying particular c o m m u n i c a t i o n genres and °
what they demand, students c a n learn more about w h a t individual situations
d e m a n d in terms o f t h e formality o f communication. For example, if a professor
signs a n email with "Dr. Smith,” this is a fairly good indication that h e expects to
be addresse d as such a n d n o t informally by his first name.

Social Intelligence in Traditional Communication

While email has t a k e n over as t h e primary m e t h o d o f communication,
traditional m o d e s o f discourse still exist. For example, m a n y employers still
e x p e c t cover letters i n a d d i t i o n t o resumes, a n d t h e l a c k o f a thank-you
n o t e for a gift is o f t e n p e r c e i v e d as m o r e t h a n a s i m p l e s o c i a l oversight.
A n ability to craft these types of documents illustrates a n understanding of
s o c i a l e x p e c t a t i o n s a n d d e n o t e s a l e v e l o f r e s p e c t o r a p p r e c i a t i o n . While
n o t r e l a t e d to t h e traditional e d u c a t i o n a l c a n o n , l e a r n i n g t o properly
write a c o v e r letter or business letter or a thank-you c a r d n o t only teaches
students t h a t t h e s e documents exist a n d a r e o f t e n n e c e s s a r y b u t also
shows them how to craft such documents, saving them time a n d energy
in t h e future. . oo

Wrap Up
» Social literacy concerns itself with t h e d e v e l o p m e n t o f social skis.
knowledge, a n d positive human values that enable h u m a n beings to act
positively a n d responsibly in range o f complex social settings. |
e Social skills range from the ability to initiate, maintain, a n d end @
conversation to r e a d i n g social signals to more complex skills s u c h a s solving
problems and resolving conflict.

42 | Building andEnhancingNew Litéracies Across the Curriculum