Republic of the Philippines
Tarlac State University
COLLEGE OF EDUCATION
CENTER OF DEVELOPMENT
Lucinda Campus, Tarlac City
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Re-Accredited Level IV by the Accrediting Agency of Chartered Colleges and Universities of the
Philippines (AACCUP), Inc.
______________________________________________________________________________
CHAPTER 3:
SOCIAL LITERACY
Prepared by:
Aguilar, Monica Charize R.
Escoto, Danica Claire D.
Gozun, Reynalyn S.
Maniego, Ciaryll Mae S.
Tamba, Angel Rose G.
BEED 3A
Submitted to:
Ms. Frincess Flores
Republic of the Philippines
Tarlac State University
COLLEGE OF EDUCATION
CENTER OF DEVELOPMENT
Lucinda Campus, Tarlac City
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Re-Accredited Level IV by the Accrediting Agency of Chartered Colleges and Universities of the
Philippines (AACCUP), Inc.
______________________________________________________________________________
TITLE
I. INTRODUCTION
INSTRUCTION TO THE
LEARNERS
SOCIAL LITERACY
Social literacy is so crucial in a persons
success. The ability to communicate and
voice opinions and thoughts, as well as
listening to opinions and thoughts of
others, is essential in learning. Firmly
grasping social cues and norms is extremely beneficial.
In literally every single setting of our lives:school,
home, work, clubs and activities, interacting with
people, we use our social literacy. We play so many
roles everyday and we socially need to understand how
to play those roles appropriately.
This paper provides concepts regarding social
literacy that will help and prepare children as they
socialize with others.
In addition, this will also discuss the role of parents
and teachers in teaching social skills to children and
what are the issues in teaching social literacy.
This instructional material serves as a guide in
understanding the third chapter under EDUC 206. It
consists of the following sections:
1) Preparatory Activities: to engage and develop
the skills, knowledge and understandings in
different ways;
2) Developmental Activities: to deliver the intended
learning outcomes in simple and organized
manner;
3) Closure Activities: to summarize what was
learned, check for student understanding, and
transition to future instruction;
4) Synthesis: to highlight the key points that you
should remember in this chapter;
5) Evaluation: to assess your comprehension of the
concepts covered in this chapter.
PRE-TEST
Let us do a SELF-CHECK!
As we all know, Filipinos are
hospitable and it becomes the nature of
how they welcome others wholeheartedly. It shows how
they are good in socializing with others.
In a whole sheet of paper, list down the social skills
of Filipinos you know and cite example situations how it
is being applied. Give at least 5 social skills. You can
answer this within 10 minutes.
II. LEARNING OBJECTIVES
III.CONTENT
A. PREPARATORY
ACTIVITIES
At the end of this chapter, the students are
expected to:
a) Develop understanding on the basic concepts of
the social literacy mentioned.
b) Explain the roles of parents and teachers in
teaching social skills to children.
c) Examine the different issues in teaching social
literacy.
d) Make a reflection paper about social literacy.
View the video below and then answer the set of
questions given.
https://www.youtube.com/watch?v=qZMX6H6YY1M&
t=4s
Upon watching the video, here are the questions to
ponder:
1) What are the issues you saw based on the video?
2) What do you think the lesson we can get in the
video?
3) What is/are the strategies/strategy that you can
apply if ever you encounter these kind of situations?
How will you solve these kind of issues?
B. DEVELOPMENTAL
ACTIVITIES
In this chapter, the focus is on the rudiments of
Social Literacy.
What is Social Literacy?
Social Literacy is a students successful
performance and understanding of social Skills,
organizational skills, and communication skills. 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. For example: I would speak
differently with my friends than I would my mother, or I
would chat on Facebook differently than I would while
emailing a professor. Without an understanding of this
communication, one cannot function with success in
society.
Social literacy concerns itself with the development
of social skills, knowledge ad 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 fee from unfair prejudices, hate, and discrimination.
These three descriptions will be explained below.
By morally upright, we refer to thoughts, speech,
actions, and motivations that adhere to a standard of
right and wrong. On the other hand, 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 others fairly,
regardless of background or circumstances. Not to be
confused with equality, which connotes a fixed standard
of treatment for all people, equity seeks the good of
others, and labors to find means by which everyone gets
“what they need” rather than simply “everyone gets the
same thing in the same amount.”
Peers and schools play a formative role on the
social skills development of children. These social skills
are often expressed as consisting of three inter-related
components: social perception, social cognition and
social performance (Arthur, Davidson, & Stow, 2000).
Increasing emphasis has been placed on the last
component, particularly in terms of outcomes. Social
skill is defined in literature 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.’
How has Social Literacy changed over time?
In the past, social literacy was understood as a
students ability to communicate in social settings. This
definition broadened and continues to broaden into more
and more social realms. Over time, and especially
recently, social settings are changing from just a face to
face environment. For students to competently interact
socially and communicate effectively includes a newer
and very present realm: the internet.
Understanding how to communicate appropriately
and use technology effectively in our social lives is so
important in today's world. We as teachers are
responsible for using technology as an advantage and
fully using its benefits to improve social literacy even
further.
How can we incorporate Social Literacy into the
Classroom?
Ways to incorporate social literacy online:
Blogging: Through blogging, students learn how to
effectively use the internet and share their thoughts and
knowledge appropriately. Reading classmates blog posts
and responding helps students learn from others and
gives them access to others ideas, as well as a chance to
constructively respond.
Class website: A class website is extremely useful in
teaching students how to use and navigate on the
internet. Keeping students updated on class happenings,
as well as giving students opportunity to write and
contribute on the class website will teach them useful
skills in communicating on the internet.
Video conferencing: Video conferencing has endless
possibilities. Whether it is conferencing with a
professional in the community, or students from a
culture across the world, it opens up a realm of social
interaction that can teach students so much about people
in the world around them.
Social Networking Sites: social networking gives
students opportunities to know and learn about people
all over the world in a matter of seconds. Encouraging
students to meet people of other cultures and learn about
social issues around the world is a priceless opportunityand we are so blessed to have sites like these to make it
happen.
Ways to incorporate social literacy in a face to face
environment:
Group projects: group projects give students
opportunities to interact face to face and experience
social interactions. It is so crucial that students learn to
interact with people effectively and contribute their
part. ,
Peer reviewing: Peer reviewing teaches students how to
give constructive advice and communicate their
thoughts well. To be able to give constructive criticism
and view another persons ideas is an imprtant ability.
Field trips: taking students to a museum or to volunteer
in an area in need could help students open their eyes
and learn about different societies. On any field trip,
even learning how to travel in groups, communicate
with people in charge, and work together as a group will
be effective in teaching students to be socially literate.
TYPES OF SOCIAL SKILLS
There are several types of social skills that must be
mastered for a child to be socially adept. These range
from the ability to initiate, maintain, and end a
conversation to reading social signals to more complex
skills such as solving problems and resolving conflict
(Lawson, 2003). The following examples represent
some of the fundamental principles of relating well to
others. Children with social skill deficits can be taught
these skills directly by parents, teachers and/or
professionals using the strategies of modeling, roleplaying, rehearsal, and practice.
 Greetings. Children develop relationships with
peers by interacting with them. The first step in a
social interaction is greeting someone. We not
only greet others with words like “Hi!” or “How
are you?” but with facial expressions, tone of
voice and gestures such as a nod or a wave.
Children with social inability may not say hello to
people they know. They may walk right past them
and not even look at them. If they do speak, they
may not make eye contact and may simply look
down at the floor. If they do say hello, it might
not be in a very friendly tone of voice or with a
smile. The nonverbal parts of greeting someone is
just as important as the words. It’s not so much
what you say but how you say it that lets people
know you are glad to see them.
 Initiating Conversation. After you have greeted
someone, you usually have a conversation with
them. To carry on a conversation, a child must be
able to initiate the conversation, maintain it and
close it appropriately. This requires good
listening and attentional skills, as well as the
ability to take turns and probe for missing
information. Sometimes children cannot think of
anything to talk about. When you can’t think of
anything to say, it can be good to ask the other
person a question. The question can be about
them or what they think about a movie or event
that everyone is talking about. Sometimes when
children don’t know what to say, they begin by
talking about themselves or about something that
the other person is not interested in. If they keep
talking without giving the other person an
opportunity to enter the conversation, or if they
keep talking about themselves or something
uninteresting to the other person, the person is
likely to get tired of listening. He may walk away
and even avoid future conversations with the
child. Being a good conversationalist requires
turn-taking and reciprocity. You must listen as
well as talk. If you don’t show an interest in what
the other person has to say, he probably won’t be
interested in talking to you. Impulsive children
often have trouble knowing when to talk and
when to listen.
 Understanding
the
Listener.
Once
a
conversation is initiated, to maintain it, it is
important to understand the audience you are
talking to. Children with social inability often
have difficulty adapting what they say to their
listener. A socially adept child quickly and
unconsciously identifies and categorizes his
listener, measures what she planned to say against
the anticipated response of the listener, and then
proceeds, alters, or avoids what she had planned
to say. She knows that you don’t talk to authority
figures in the same way that you talk to peers.
Socially inept children can’t change their words
or tone of voice to match their audience. For
example, saying goodbye to a teacher with
“Catch you later, dude!” would be inappropriate
and could result in a detention. Adults often call
children who have problems reading their
audience disrespectful. Other students may view
them as strange if they use stiff and formal
language that is more suitable to conversations
with adults than peers. A misread of the listener
often leads to a misunderstood message and
potential social rejection. To converse in a
socially appropriate manner, children must be
able to take the perspective or point of view of
the other person, i.e., think the way they think. To
do this a child must pretend that he is the listener
and think about what he needs to hear to
understand what is being said. For example, a
child might say, “I finally got finished.” and not
provide the details of what he started. Many
children assume that other people think and feel
the way that they do. These children may appear
insensitive and selfish, although this is not their
intent. They may also appear “dingy” because
they seem to be coming from another planet when
they speak. When your audience must guess what
you are talking about, they are apt to feel
uncomfortable and may be reluctant to converse
with you.
 Empathizing. Empathy is like perspective taking
but means that you can feel what the other person
feels. Empathy allows you to really connect with
other people. For example, if a student got an A
on a math test and her friend got a D, she
wouldn’t brag about her A to her friend because
she knows it will make her feel bad because she
didn’t do well. She could empathize with her by
saying something like “That’s a bummer.” Other
children often think of children who lack empathy
as mean, 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 an important part of
verbal cues. For example, “Oh, great!” can mean
that something is terrific, or if said sarcastically,
can mean that something is awful. Nonverbal
cues are things that we see rather than hear in a
conversation, such as body language and facial
expressions. For example, if a friend’s facial
expression changes from a smile to a frown and
his body gets stiff when you are talking about a
new CD that you bought, you might want to
change the topic or ask him if what you said upset
him. Good detectives pay very close attention to
nonverbal cues.
 Previewing or Planning. Conversations also
require that you preview or think about what
effect your words or actions may have on your
listener before you say or do them. If you think
that the impact will be negative, you can adjust
what you might say or do. Impulsive children
often have trouble with previewing and are
unable to stop and think before they say or do
something. For example, if a group of children
was talking about the football game last week, it
would be inappropriate to interject a sentence
about the math exam next week. When you walk
in on the middle of a conversation, it is always a
good idea to listen for a few minutes before
entering the conversation. If your friends were
complaining about not being able to drive their
parents’ cars to the dance on Friday, it wouldn’t
win any points with them to say, “Get real! Did
you really think that your parents would let you
take their car to the dance?” Doing this would be
tactless and insensitive.
 Problem-solving. Problems and conflict are often
a part of social interactions. Someone may not
agree with you, get angry at something you say,
insult you or become aggressive toward you.
How you react to these conflicts depends on how
good your problem-solving skills are. Children
who are not good social problem solvers have
trouble settling conflicts and disagreements. They
get mad easily and may not speak to someone
because they are mad at them. It must be “their
way or the highway”. They always want to win
no matter what the cost, even if that means losing
a friend. It often also means making an enemy,
which creates additional social problems.
Conflicts cannot be avoided and are often
necessary to “clear the air”. Turning a conflict
from a “win-lose” situation to a “win-win”
situation is the best way to resolve conflict. This
requires negotiation and compromise, give, and
take, but results in a situation that all parties can
live with and helps maintain friendships.
 Apologizing. Everyone makes social mistakes at
one time or another. A person with good social
skills is confident enough to make a sincere
apology for his error. This is a courageous act and
is the quickest and easiest way to correct a social
blunder. Children with weak social skills may
have trouble saying they are sorry because they
can’t lose face. They are afraid that others may
see them as weak. They might also be too proud
or feel stupid or foolish if they apologize. In
reality, other people usually have a higher
opinion of someone who apologizes for making a
mistake.
A. 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 modeling, 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.
Parents can act as coaches for their children to
develop these social skills. Children learn a lot from
how parents treat them and when they observe how
parents interact with others. Parents, like other coaches,
will need to be creative and specific in teaching social
skills. Beyond saying “You need to be better at X,”
good coaches teach concrete skills and then support the
use of these skills across a variety of situations. The goal
should be not just to teach children to “be nice” but also
to help them to advocate for themselves as well as care
for others.
The American Academy of Pediatrics recommends
that parents use a 4-part strategy when helping their
children develop social skills: Practice, Praise, Point out,
and Prompt. These four steps can be used when parents
notice that a child needs to work on a particular social
skill. Before using them, however, the parent should
point out the problem area sensitively and privately (not
in front of others) to the child.
 Practice: A parent can help a child substitute a
specific appropriate response for a specific
inappropriate one. This might mean
brainstorming with the child about different
alternative responses and then practicing one or
more with the child. Practicing can involve
mapping out actual words to say or behaviors
to use, role-playing, and using the newly
learned skills in real situations.
 Praise: Often children are not eager to work on
new skills so parents must reward their children
with praise when the new skills are practiced as
a way of helping the skills become habits. This
might be a specific verbal statement (“You did
an awesome job of X instead of Y when you
got angry at the store”), a nonverbal sign such
as a thumbs up, or even a treat (10 minutes
extra fun time before bedtime).
 Point Out: Parents can use opportunities to point
out when others are using the desired skills. It
might be a specific behavior of the parent,
another adult, a child, or even a character in a
book or on TV. The idea is to give children
examples and role models of people engaging
in the appropriate social skill.
 Prompt: Without nagging, parents can gently
remind their child to use a new skill when the
opportunity arises. This might be verbal (“Now
might be a good time to count to ten in your
head”) or nonverbal (a nonverbal cue such as
zipping the lips when a child is about to
interrupt).
Professionals typically intervene only when children
are having substantial social difficulty with peers. These
individuals can implement structured, guided, and
effective programs that often involve group work with
peers. Children must then generalize the skills they learn
in the group to school and other personal social
situations.
Children tend to fall into four basic social categories
in the school setting:
 Rejected – Students who are consistently
subjected to ridicule, bullying and harassment
by classmates.
 Isolated – Students who, although not openly
rejected, are ignored by classmates and are
uninvolved in the social aspects of school.
 Controversial – Students who have established
a circle of friends based upon common interests
or proximity but seldom move beyond that
circle.
 Popular – Students who have successfully
established positive relationships within a
variety of groups.
School is the place where children spend the
majority of their time with peers. It is, therefore, a
natural and perfect setting for children to learn and
practice social skills. While teachers do not have to
teach a class in social skills, they can take advantage of
every opportunity to help children improve their social
skills. They should be alert to teasing and bullying and
aware of children that rejected or ignored by their peers.
They should work cooperatively with the children’s
parents to prevent 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 strengths of all
children, understanding social weaknesses, and creating
an environment in which diversity is accepted 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
B. ISSUES IN TEACHING SOCIAL LITERACY
In regards to education, social literacy also aims to
help students acquire the skills needed to comprehend
the various social phenomena, events, and rapid changes
our modern society experiences and how these things
impact students' day-to-day lives. Social literacy aims to
appeal to students' interests and needs.
How children develop their social literacy is
intrinsically a contextual matter and is not something
that can be easily traced in a linear or developmental
fashion. The acquisition of social literacy is a complex
process that is historically and culturally conditioned
and context-specific. Children learn through social
practices, both explicit and implicit, and become human
through social interaction. Nevertheless, it is also the
case that children engage in social activity before they
are taught it; in other words, children are disposed to be
social before they learn what sociability is all about.
There are two distinct ways of answering the
question on how children learn to live socially with each
other and with adults. The first view is normative and
communal. From their culture, children learn customs
that provide them with a guide to act in ways that
minimize conflict. The second view is pragmatic and
individualistic. The social order of children is created by
explicit and implicit agreements entered into by selfseeking individuals to avert the worst consequences of
their selfish instincts (Arthur, Davison, & Stow, 2000).
In this last view, social order is dependent on sanctions
and formal agreements. Rules are obeyed because they
confer personal advantage on a child. In the normative
view, children are persuaded of the moral force of acting
socially through their voluntary associations with others,
both in their immediate circle, such as the family, and 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 but will perform
the role without any need for regular, conscious
reference to the rules governing it.
Teaching social literacy in schools is not as easy as
it appears to be due to subjective standards of morality
and inherent human capacity to judge and make excuses.
1. Subjective Standards of Morality
The natural outcome of postmodern philosophies is
that truth and morality are considered subjective
and open to individual interpretation. This can be
seen in the current culture, where 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 standards of measure between good and bad
changes, this gives us license to change as well
and opens the gates to all kinds of abuse. This, in
effect, pulls the rug out from under any and all
attempts at true justice and equitability, since they
themselves rely on a fixed moral standard.
Interestingly, many of those who insist on a
subjective moral standard will be the first to
demand for a fixed moral standard when they
themselves fall victim to a subjective morality’s
inevitable outcome.
2. 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, and 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 but invoke a
subjective one when our own behavior is
questioned. We demand justice when we perceive
ourselves to be victims of wrongdoing, but we
surround ourselves with excuses when we do
wrong. We insist that others treat us equitably,
but are reluctant when treating others with equity
costs more than we expected. Today’s students
have grown up with the internet that they have
become inseparable from their gadgets. Blake
(2017) offers helpful reminders to young
professionals in terms of social skills in the
modern age. This situation underscores the
importance of educating students in what could
be called social literacy to ensure their academic
and 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 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 demonstrates 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 colleagues. An ability to read social situations
illustrates strength to employers – quickly picking up on
a client’s mood or expectations in various business or
cross-cultural situations can be the difference between
success and failure.
Social Intelligence in Technological Communication
Text-speak and technology use have affected many
young people’s ability to communicate. While 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. In addition, text-speak
has reduced students’ 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. For example, if a professor
signs an email with “Dr. Smith,” this is a fairly good
indication that he expects to be addressed as such and
not informally by his first name.
Social Intelligence in Traditional Communication
While email has taken over as the primary method
of communication, traditional modes of discourse still
exist.
For example, many employers still expect cover
letters in addition to resumes, and the lack of a thankyou note for a gift is often perceived as more than a
simple social oversight.
An ability to craft these types of documents
illustrates an understanding of social expectations and
denotes a level of respect or appreciation. While not
related to the traditional educational canon, learning to
properly write a cover letter or business letter or a
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.
Students who don't interact are known socially
illiterate. That's why being aware about this issues about
social literacy and creating strategies to avoid these is
important. It is important for the children to learn the
necessary skills to communicate and widen their social
circles. By working in groups the students are practicing
social skills that can be apply within and outside of the
classroom.
C. CLOSURE
ACTIVITIES
IV. SYNTHESIS /
GENERALIZATION
The concept of Social Literacy is
exemplified in this chapter. For better
understanding, you can access the link in
the references and read about social
literacy.
In a clean sheet of paper, imagine being a teacher/
parent someday, what will you do in teaching social
skills to your future students/children. Make a reflection
paper regarding it. You may answer this for 10-15
minutes of the class time.
 Social Literacy is a students successful
performance and understanding of social Skills,
organizational skills, and communication skills. It
is the students ability to connect effectively with
those around them.
 Peers and schools play a formative role on the
social skills development of children. These
social skills are often expressed as consisting of
three
inter-related
components:
social
perception, social cognition and social
performance (Arthur, Davidson, & Stow, 2000).
 Understanding
how
to
communicate








appropriately and use technology effectively in
our social lives is so important in today's world.
Ways to incorporate social literacy online:
 Blogging
 Class website
 Video conferencing
 Social Networking Sites
Ways to incorporate social literacy in a face to
face environment:
 Group projects
 Peer reviewing
 Field trips
There are several types of social skills that must
be mastered for a child to be socially
adept.Children with social skill deficits can be
taught these skills directly by parents, teachers
and/or professionals using the strategies of
modeling, role-playing, rehearsal, and practice.
 Greetings
 Initiating Conversation
 Understanding the Listener
 Empathizing
 Reading Social Cues
 Previewing or Planning
 Problem-solving
 Apologizing
Parents typically play the major role in teaching
children social skills. They should encourage and
praise the child for successfully using a new skill.
The
American
Academy
of
Pediatrics
recommends that parents use a 4-part strategy
when helping their children develop social skills:
 Practice
 Praise
 Point out
 Prompt.
Children learn through social practices, both
explicit and implicit, and become human through
social interaction.
There are two distinct ways of answering the
question on how children learn to live socially
with each other and with adults. The first view is
normative and communal. The second view is
pragmatic and individualistic.
Teaching social literacy in schools is not as easy
as it appears to be due to subjective standards of
morality and inherent human capacity to judge
and make excuses.
V. EVALUATION
ASSIGNMENT / AGREEMENT
REFERENCES
In a whole sheet of yellow paper, answer
the following questions. Choose and write the
letter of the correct answer.
In your assignment notebook, answer the
following questions regarding social literacy:
a. What issues will someone encounter in
teaching and learning social skills?
b.Do you think that the teachers can fill the role of
parents in teaching social skills? Why or why
not?
What is social literacy. (n.d). Retrieved from Social
Literacy Project:
https://sites.google.com/site/socialliteracyproject/
Gutierrez, J. (2020, February 05). Social literacy.
Retrieved from Prezi:
https://prezi.com/lseyadn4215k/social-literacy/
What is Social Literacy and why is it important.
(n.d).Retrieved from weebly:
https://360430028271334326.weebly.com/index.html
How has social literacy changed over time. (n.d).
Retrieved from weebly:
https://360430028271334326.weebly.com/how-hassocial-literacy-changed-over-time.html
How can we incorporate social literacy into the
classroom. (n.d). Retrieved from weebly:
https://360430028271334326.weebly.com/how-cansocial-literacy-be-taught-in-a-classroom.html
Dr. Lawson, C. Social Skills and School. Retrieved from
Go Strengths:
https://gostrengths.com/social-skills-and-school/
Wiley, A. (2007, April 19). Importance of Teaching
Social Skills to Children. Retrieved form Parenting
24/7:
http://parenting247.org/article.cfm?ContentID=1241
Lavoie, R. The Teacher's Role in Developing Social
Skills. (n.d). Retrieved from LD Online:
http://www.ldonline.org