SOCIAL LITERACY and ideas with students through group

conversations, discussions, etc.

The school is a social institution established for the 2. Conflict resolution. It is the ability to get to
contemplation of reality in a profound, personal, the source of the problem and find a
informal and unstructured way. Teachers facilitate workable solution by weighting both sides
learning, teach students and model certain types of from those involved with the goal of
acceptable behavior while developing them in all mediating for reconciliation.
aspects: academically, physically, emotionally and 3. Active listening. It is the ability to pay close
socially. In performing such tasks, teachers also relate attention to a student in times of counseling,
introspection and consultation.
to parents and other stakeholders. That is why
4. Empathy. it is the ability to understand and
understanding and attaining social literacy is
identify the feelings of students in times of
imperative among them.
difficulty and trouble.
5. Relationship management. It is the ability to
SOCIAL LITERACY
maintain relationships and build key
-entails the development of social skills, knowledge
connections with school stakeholders for the
and positive human values toward desire and ability in
students development.
human beings to act and react positively and
6. Respect. It can be done by knowing when to
responsibly in a wide range of complex social settings.
initiate communication and respond during
It can be acquired through social process of Inquiry,
interactions or even in times of heated
values exploration and social decision-making that
arguments and confrontations.
relate to the acquisition of knowledge and
7. Problem-solving skills. These involve
understanding (Arthur, Davison and Stow, 2000).
seeking help, making effective decisions and
accepting consequences to derive better
-In school, social literacy can be demonstrated by
solutions to the problem.
teachers in dealing with their superiors, colleagues,
8. Interpersonal Skills. These include the
parents, students and others, while for students, by
abilities of sharing, joining activities,
way of interaction and interrelation with the
asking for permission and waiting for
surroundings around them - their peers, the media
ones turn in every facet of school
and political influencers, technology agents, religious
undertakings.
groups, school staff, family members, etc.
IMPROVING SOCIAL SKILLS
SOCIAL SKILLS -Social skills can be improved by focusing on
-are aspects of social literacy. As such, these are an sustaining desirable attitudes and eliminating those
integral part of functioning in society. It involves good undesirable ones through modeling, role-playing and
manners, communicating effectively with others, being performance feedback mechanisms.
considerate of others' feelings and expressing
personal needs. In fact, children gain social skills In addition, one may consider:
through playing while adults obtain it by interrelating
1. Maintaining eye contact;
with others, both verbally (spoken language) and
2. Using proper body language;
nonverbally (gestures, body language, facial
3. Knowing the difference between being
expressions, eye contact and appearance).
assertive and being aggressive;
4. Selecting effective communication channels;
-are also important in schools because they help build,
5. Being flexible;
maintain and grow relationships of students with
6. Accepting criticism without being defensive;
classmates, peers, teachers, students, and others,
7. Remaining positive at all times; and
while for teachers, with their superiors, colleagues,
parents, students, and others. These can be attained 8. Being teachable and a good student in most
through: instances.
• Gaining ideas, information, techniques and
perspectives from people with different areas Likewise, other ways that may help are as follows:
of expertise: 1. Behave as a social person;
• Providing their own perspective for the 2. Start small if necessary;
benefit of others; 3. Ask open-ended questions;
• Accomplishing tasks and working together 4. Encourage others to talk about themselves;
toward shared goal; 5. Create goals for yourself:
• Providing mutual support for difficult 6. Offer compliments generously;
situations; 7. Read books about social skills;
• Expanding network to learn about and pursue 8. Practice good manners; 9. Pay attention to
new opportunities; your body language:
• Gaining feedback and referrals from people 10. Join a social skills support group; 11.
who can personally attest to work, skills and Stay up to date on current events; and 12.
qualities; and Identify and replace negative thoughts.
• Making the school truly a healthy and
conducive learning environment. IMPACT OF SOCIAL SKILLS
-Possessing social skills results to:
TYPES OF SOCIAL SKILLS  Better relationships;
-There are types of social skills that teachers can
• Better communication;  Greater efficiency:
demonstrate among students to attain a harmonious
• Advanced career prospects; and
relationship with them.
• Increased over-all happiness

1. Effective communication. It is the ability to

communicate effectively and share thoughts
EMOTIONAL INTELLIGENCE (EQ) Recommended Tools in Enhancing Emotional
-Goleman (1996) defines Emotional Intelligence as the Intelligence
ability to:
• recognize, understand, and manage own 1. Emotional Literacy Workshop- This will
emotions; and help teachers, to communicate with students,
• recognize, understand and influence the recognize and manage emotions and
emotions of others. increase self –awareness.
2. Emotional Literacy Museum- It is a
-It is being aware that emotions can drive behavior selfdirected learning experience that teaches
and impact people (positively and negatively), and about the physiology of emotions, emotional
learning how to manage those emotions, both one’s regulation, and emotional literacy.
own and others when under pressure, specifically in 3. Mixed Emotions Cards- It is a beautiful deck
times of (1) giving and receiving feedback (2) of "tarot-like" cards of feelings (labeled with
meeting tight deadlines (3) dealing with feelings and synonyms).
challenging relationships (4) not having enough 4. Emotion Cards- It is an evocative, playful
resources (5) dealing with change and (6) moon face illustration of emotions
experiencing setbacks and failure. (openended without labels).
5. Biodots- Biodots measure skin temperature.
STRATEGIES FOR ENHANCING They change colors as your temperature
EMOTIONAL INTELLIGENCE changes – providing real time data to your
1. THINK ABOUT FEELINGS - A person has to stress level.
be sensitive to one’s and other's feelings to 6. Bingo Emotions- It is typically a classic
come up with the right manner of approach or "bingo" game played with emotions.
appropriate response. 7. Feeling Faces- These are photos of real
2. PAUSE - This is about taking a moment to people and data about how survey
stop and think before doing anything to respondents evaluated each picture.
refrain from resorting to an unsound decision 8. Six Seconds Emotional Intelligence
at the height of anger. Assessment- It provides feedback about the
3. STRIVE TO CONTROL ONE’S THOUGHTS way one uses EQ and how to improve in this
- This is controlling the reaction to emotions area.
by focusing on one’s thoughts in harmony 9. The Zoo: Animal Workshop- It is an activity
with goals and values. that intends to imitate an animal behavior and
4. BENEFIT FROM CRITICISM- Criticism, even gesture that ends with reflections and group
if not delivered favorably, is an opportunity to sharing.
learn and gives an idea of how others think 10. Face Workshop- It is an activity, in which
about you. partners face each other while showing
5. SHOW AUTHENTICITY - This is saying what different facial expressions and qualities that
we mean with what we say and we have to ends with reflections.
stick to our values and principles. 11. The Machine Transformer- Participants in
6. DEMONSTRATE EMPATHY- Whenever we groups have to transform into an assigned
show empathy for others, such as machine or vehicle, of which each member
understanding their thoughts and feelings, shall comprise different parts, deemed
can easily establish a connection with them. essentials and equally important that usually
7. PRAISE OTHERS- This is by way of ends up with interactions and reflections.
acknowledging and appreciating others 12. Tower Building- Groups will be tasked to
toward attaining self-fulfillment and building build a tower using pop sticks and straws.
trust. The goal is to make the tallest and strongest
8. GIVE HELPFUL FEEDBACK- Although tower of all. This will end up with interactions,
negative feedback may hurt one’s feelings, at sharing, open forums and patching of
some point, it can be constructive for one’s emotional barriers.
improvement. 13. Build me a house- The participants in
9. APOLOGIZE- Saying sorry demonstrates groups will be tasked to build a house using
humility, a quality that will naturally win others any available material around them. The goal
as they value the relationship more than the is to make the strongest house. Then, the
ego. facilitator will suddenly destroy the house
10. FORGIVE AND FORGET- Forgiving and made by the group and observe the
forgetting prevent others from holding members' emotions and reactions and let
emotions and allowing one to move forward. them express their feelings and thoughts. At
11. KEEP YOUR COMMITMENTS- The habit of the end, each one will draw realizations,
keeping one’s word in things, either big or lessons and values for reflection.
small, develops a strong reputation for 14. Internalization Activity- It is an activity that
reliability and trustworthiness. helps a participant to reflect on the narrations
12. HELP OTHERS- One way to positively win of the facilitators with a background music in
others is through helping them because a dim and candle lighted room. Everyone can
listening to and helping them can build trust express his/her emotions and feelings of
and inspire them to follow. resentment, remorse, agony, disappointment,
13. PROTECT OURSELVES TO EMOTIONAL and sadness.
SABOTAGE- This is being wise enough to 15. Mirroring and Unmasking- Each participant
protect ourselves when others attempt to prepare a piece of paper and put it at his or
manipulate our emotions for personal sake. her back in a circular formation, everyone has
to write that person's negative attitude
on that paper. Everyone will be given time to
see those feedbacks and reflect on them
 while they are also given a chance to -Like emotional intelligence and social skills, people
express themselves. These negative skills have been widely used in demonstrating social
feedbacks will be called masks to be torn-off literacy at home, in school or anywhere that a person
and burned at the end of the activity and they may be.
will be led to a prayer for self-renewal and -People skills are patterns of behavior and behavioral
rejuvenation. interactions. this is an area of exploration about how a
person behaves and how he/she is perceived
10 Characteristics of an Emotionally Intelligent irrespective of his/her thinking and feeling. Honey
People (2001) defines it as the dynamics between personal
ecology (cognitive, affective, physical and spiritual
1. Empathy- Empathy is the capacity to dimensions) and its function with other people's
understand or feel what another person is personality styles in numerous environments (life
experiencing from within their frame of events, institutions, challenges, etc.).
reference. -People skills can also be defined in three sets of
A. Affective Empathy- refers to the sensations abilities: (1) personal effectiveness or about how
and feelings that one gets in response to one comes across with others; (2) interaction
others' emotions including mirroring what that ability or how well one predicts and decodes
person is feeling or just feeling stressed when behavior; and (3) intercede easily or ability to lead,
he/she detects another's fear or anxiety. influence and build bridges between people. -Good
B. Cognitive Empathy- refers to one's ability to people skills extend to the ability to listen and
identify and understand other people's empathize with others, as well as work toward
emotions. common goals with them. Therefore, these are sets of
2. Self-Awareness- It is the art of skills that enable a person to get along with others,
understanding one's self recognizing the communicate ideas effectively, resolve conflicts and
stimuli that he/she faces and preparing how achieve personal or professional goals.
to manage him/herself, both in a proactive
and reactive manner. In general, Portland Business Journal describes
3. Curiosity- It is one's willingness to learn and people skills as (Rifkin, 2009): understand and
improve. When one is curious, he/she is empathize
passionate and therefore, he/she is driven to
desire to be at his/her best. 1. Ability to effectively communicate,
4. Analytical Mind- It pertains to being critical understand and emphasize.
thinker that analyzes and processes all new 2. Ability to interact with others respectfully and
information that comes his/her way and see if develop productive working relationship to
they can extract ways to improve. minimize conflict and maximize rapport.
5. Belief- It is the power of believing in one's 3. Ability to build sincerity and trust, moderate
self, both at present and the future. It is a behaviors (less impulsive) and enhance
matter of affirming that people and things in agreeableness.
one's life happen for a reason and that
everything will ultimately turn out to be good. People skills are important for teachers in effective
6. Needs and Wants- It is something to discern classroom management. Knowing how to
between things that one needs versus things communicate and teach people instead of simply
that he/she just wants and establishing needs teaching their subjects will help make a difference in
prior to fulfilling wants. the classroom (Bolton, 2009).
7. Passion- It is the natural desire, instinct,
drive, ambition and motivated love for a Strategies in Obtaining Good People Skills
subject or someone. More so, it brings -McQuerrey (2019) presents the following strategies in
positive energy that helps sustain and inspire maintaining good people skills which are essential in a
one to keep going. meaningful, joyful and purpose-driven life that
8. Optimism- It is about maintaining a positive teachers also need to know.
attitude that may increase one's
opportunities, improve relationships and think 1. Good communication skills. Strong people
clearly and constructively. skills in the communication area include the
- "When we are happy-when our mindset and ability to take in information, clarify comments
mood are positive-we are smarter, more and participate in effective verbal and written
motivated, and thus more successful. exchanges.
Happiness is the center, and success 2. Conflict resolution skills. Having the ability
revolves around it." - Shawn Achor to mediate disputes and resolve conflict
9. Adaptability- It is an important recognition among others is an important personal and
and the ability to make or remake decisions professional skill. Hence, conflict resolution
in one's best interest. It is also determining involves the ability to clarify a specific
when to continue his/her course, or when is dispute, listen to perspectives in a
the time for a change. nonjudgmental manner and offer suggestions
10. Desire to help others succeed- It is for action.
becoming interested and appreciative of the 3. The value of patience. Patience is an
success and achievement of others. exceptional people skill that is valuable in
every profession. It involves being able to
maintain an even temper, repeat and explain
PEOPLE SKILLS information as necessary and control anger in
even the most trying situations.
4. Tolerance and understanding. Having  Cross-group interactions tolerance and
understanding for the  An implicit prosocial concept differences of others leads to
 success. Tolerant people have the ability to accept differences, even when they don't personally
agree with them.

In general, there are 5 A's to improve people skills, namely:

1. Acceptance
2. Appreciation
3. Approval
4. Admiration; and
5. Attention.

TEN ESSENTIAL PEOPLE SKILLS TO SUCCEED

1. BEING SOCIALLY ASSERTIVE- Social assertiveness is

essential for conversing social energy in the right ways.
2. CRAFTING A MEMORABLE PRESENCE-
People with great presence take it easy in making
connections and are extremely good at rapport building.
3. MASTERING COMMUNICATION- This is knowing how to present
one’s self and in turn, gets one’s message across. Master
communicators know how to present themselves,
and effectively get their message across.
4. SUSTAINING LASTING CONFIDENCE-
People who can sustain lasting confidence are able to
conquer their shyness, avoid awkwardness and get through
their anxiety or overcome any nervous tendencies.
5. BEING AN EXCELLENT CONVERSATIONALIST-
This is essential in communicating and interacting with others.
Excellent conversationalists are people
whom others may be fond of listening and discussing with.
6. BEING HIGHLY LIKABLE- Likability is an important facet of
trust by through authentic or genuine with their true selves.
7. BEING EXCEPTIONAL AT DECODING EMOTIONS- People
who are good at reading people are exceptionally strong at
knowing how others think and feel.
8. PITCHING IDEAS- Pitching is a very important people skills
because it happens all the time. When one is asked for
his/her opinion and in introducing him/herself.
9. BEING CHARISMATIC- Charisma is the perfect blend of two
essential people skill traits such as warmth and competence.
10. BEING AN INFLUENTIAL LEADER- Leaders in both
personal, social and professional life are able to gain
camaraderie.

INTEGRATING SOCIO-EMOTIONAL LITERACY INTO THE CURRICULUM

Schools that want to teach socio-emotional learning but confined with

classroom time can take a social, emotional, and moral inventory of
what student are currently learning by involving:
• A person’s emotional life
• An ethical dilemma
• A situation calling for companion
• A societal challenge
• The ethical use of knowledge

MEDIA LITERACY
 the ability to critically analyze stories presented in the mass media and to determine their accuracy or
credibility.
 Lynch (2018) coined the term “media” that refers to all electronic or digital means and print or artisticvisuals
used to transmit messages through reading (print media), seeing (visual media), hearing (audio media), or
changing and playing with (interactive media), or some combinations of each

MEDIA LITERACY CONCEPTS

1. It is the ability to critically asses the accuracy validity of information transmitted the mass media and produce
information through various forms.
2. Also known as Media Education, it is the ability to realize that all kinds of media show a representation of
reality.
3. It is the process of accessing, decoding, evaluating, analyzing and creating both print and electronic media
(Aufderheide, 1993).
4. It depicts experience of reading texts and designing hypertexts made possible through technology (Hobbs,
2007).
5. It pertains to understanding how to use today’s technology, how to operate equipment, use various
softwares and explore the Internet.
 6. As a 21 Century approach to education, media literacy builds understanding of the role of media in society,
as well as the essential skills of inquiry and self-expression necessary for democratic.
7. It represents response to the complexity of the ever-changing electronic environment and communication
channels.
8. Critical of media requires the to analyze and disseminate various features to others.
9. It is about teaching critical media management strategies. Including ICTs in schools and learning centers.
ROLES OF MEDIA LITERACY
It becomes easy to create media, however it is difficult to know the creator of this, his/her reason, and its credibility.
Specifically. It helps individuals to:
1. Learn to think critically-
, they decide of the messages make sense including the key ideas before being convinced on the
information that they get from it.
2. Become a smart consumer of products and information-
learn how to determine whether something credible, specially the advertising before they can be persuaded
with the products on sale.
3. 3. Recognize point of view –
identifying an author’s perspective
4. Create media responsibly-
Recognizing one’s ideas and appropriately expressing one’s thoughts lead to effective communication.
5. Identify the role of media in our culture-
Media conveys something, shapes understanding of the world, and makes an individual to act or think in
certain ways.
6. Understand the author’s goal
Understanding and recognizing the type of influence something has, people can make better choices.
(2.0. Common Sense Media, n.d)

SOCIAL MEDIA
A term that describe websites to connect people and involve user-generated content,
It is sometimes called Web 2.0

TYPES OF SOCIAL MEDIA WEBSITES

1. Social Media News Websites

It entails users to submit links to Web content like articles, podcasts, videos, etc. that they find interesting.
Digg, Reddit, and Stumble Upon
2. Social Media Networking Websites
It depicts ability to upload a personal profile that usually connects with other people
LinkedIn, Facebook.
3. Social Media Photo and Video Sharing
It allows users to upload photos through; Facebook, Instagram, Pinterest, YouTube
4. 4. Microblogging and Blogging Websites
“Presence Apps” Let users post very short messages like blogging, and easily keep up with what their
friends are posting . Twitter, Snapchat.
5. Social Media Review Websites
how social reviews can make or break a company or organization . Amazon, eBay

MEDIA INFORMATION LITERACY

Media and Information Literacy (MIL) is a combination of knowledge, attitudes, skills and practices required to
access, analyze, evaluate, use, produce, and communicate information and knowledge in creative, legal to is a
combination of knowledge, and ethical ways that respect human rights (Moscow Declaration on Media and
Information Literacy, 2012).

 According to Reineck and Lublinski (2015), MIL is the optimal outcome of media, information and
communication technology (ICT) education along three aspects: technical skills, critical attitudes and facts
about media and ICT.
 Baacke (1996) included compositional skills in his media competence model that involves creating new
kinds of media content, encouraging self-determination,
 Moeller (2009) summarized the facets of MIL from the user perspective, emphasizing media consumers in
identifying news and understanding media’s role .
 Norbert Groeben pointed out the importance of knowledge of the inner workings (contexts, routines,
contents) and the effects of media.

7 Dimensions of MIL
Shapiro and Hughes (1996) identified the seven dimensions of media information literacy:

1. Tool Literacy. This is the ability to understand and use practical and conceptual tools of current information
technology, including software, hardware and multimedia that are relevant to education and the areas of
work and professional life.
2. Resource Literacy. This is the ability to understand the form, format, location and access methods of
information resources.
3. Social-Structural Literacy. This is knowing how information is socially situated and produced, fits into the
life of groups about the institutions and social networks.
 4. Research Literacy. It is the ability to understand and use IT. Based tools relevant to the work of researchers
and scholars that include computer software for quantitative analysis, qualitative analysis and simulation.
5. Publishing Literacy. It is the ability to format and publish research and ideas electronically, in textual and
multimedia forms.
6. 6. Emerging Technology Literacy. It is the ability to adapt to, understand, evaluate and use emerging
innovations in information technology.
7. Critical Literacy. It is the ability to evaluate critically the intellectual, human and social strengths and
weaknesses, potentials and limits, benefits and costs of information technologies.

INTEGRATING MEDIA LITERACY IN THE CURRICULUM

1. Teach students to evaluate media. Students learn to evaluate what they viewing by showing them that
media changes depending on who created it.
2. Show students where to find digital resources and databases. Teachers should provide students with
reliable and safe media sources and trustworthy content.
3. Compare/contrast various and media sources. In the discussions, distinguish various media sources and
compare elements.
4. Discuss how the media edits and alters. Purposely point out to students examples media altering
photographs or stores while teaching them to be critical of what they see or read at face value.
5. Examine the “truth“ in advertisements. Let students identify what advertisements are trying to sell and
what promises or ideas are they using to convince them to buy the product.
6. Have students create media. Let students create media appropriate to their levels such as presentations,
videos or websites.
Media Skills. Although this is given little emphasis in the classroom, Hobbs and Frost (1994) present the skills that
students are able to posses with the media they use in class.
To wit:
1. Reflect on and analyze their own media consumption habits.
2. Identify the author, purpose and point of view in films, commercials, television and radio programs, magazine and
newspaper editorials and advertising.
3. Identify the range of production techniques that are used to communicate opinions and shape audience’s
response.
4. Identify and evaluate the quality of media’s representation of the world by examining patterns, stereotyping,
emphasis and omission in print and television news and other media.
5. Appreciate the economic underpinnings of mass media industries to make distinctions those media which sell
audiences to advertise and those which do not.
6. Understand how media economics shapes message content.
7. Gain familiarity and experience in using mass media tools for personal expression and communication and for
purposes of social and political advocacy.

Approaches to teaching media literacy. Kellner and Share (2007) mentioned three approaches to teaching media
literacy that would utilize media in pedagogical practice.

1. Media Arts Education Approach. It intends to teach students to value the aesthetic qualities of media and
the arts while using their creativity for self-expression.
2. Media Literacy Movement Approach. It attempts to expand the notion of literacy to include popular culture
and multiple forms of media (music, video, internet, advertising, etc.) while still working within a print literacy
tradition.
3. Critical Media literacy approach. It focuses on ideology critiquing and analyzing the politics of
representation of crucial dimensions of gender, race, class, and sexuality; incorporating alternative media
production

Utilizing Media Across Disciplines

Media education can be integrated in every course discipline. The following are examples of using media in
different subject areas using PPPP (Purpose, Process, Performance, Product)

Media Literacy work can be evaluated in three ways:

1. Based on how well the student understands the key concepts.
2. Based on the depth and quality of the students inquiry and analysis.
3. Based on how well the students applies specific technical skills associated with either the medium
being studied.

Key Concepts for media literacy

1. Media are constructions. Media products are created by individuals who makes conscious and
unconscious choices about what to include and how to present it.
2. The audience negotiates meaning. The meaning of any media product is a collaboration between the
producers and the audience.
3. Media have commercial implications. Since most media production is business, it makes profits and it
belongs to a powerful network of corporations that exert influence on content and distribution.
4. Media have social and political implications . Media convey ideological messages about values, power
and authority and they can have significant influence on what people think and believe.
5. Each medium has a unique aesthetic form. The content of media depends in part on the nature of the
medium that includes technical, commercial and storytelling demands.