Chapter 3 Social Literacy the ability to take turns and probe for

missing information.
Social Literacy – concern itself with the
development of social skills, knowledge, and 3. Understanding the listener – a social
positive human values that enable human adept child quickly and unconsciously
beings to act positive and responsibly in identifies and categorizes his listener,
range of complex social settings. measures what he/she has planned to say
against the anticipated response of the
Moral Upright – refers to the thought,
listener.
speech, actions, and motivation that adhere
to a standard of right and wrong. 4. Empathizing – empathy is more than
perspective taking. It means that one is able
Equitable – are the speech, actions,
to feel what the other person feels.
behaviors and decisions that treat others
fairly. 5. Reading social cues – cues are the hints
and signals that guide us to the next thing
Social Skill – is defined in literature as the
to say or do.
ability to interact with others in a given
social context in specific ways that are 6. Previewing or Planning – conversations
socially acceptable or valued and at the also require that one previews or thinks
same time personally beneficial, mutually about what effect the words or actions may
beneficial or primarily beneficial to others. have on the listener before she says or does
them.
3 inter-related components of social skills
7. Problem Solving – this requires
 Social perception
negotiation and compromise, give and take
 Social cognition
that results in a situation where all parties
 Social performance
can live with and help maintain friendships.
According to Lawson 2003 these range from
8. Apologizing – this is a outrageous act and
the ability to initiate, maintain, and end a
is the quickest and easiest way to correct a
conversation to reading social signals to
social blunder.
more complex skills such as solving
problems and resolving conflict. 2 distinct ways of answering the question
on how children learn to live socially with
Types of Social Skills
each other and with adults.
1. Greetings – the first step in a social
Normative and communal – children learn
interaction. Done not only with words like
customs that provide them with guide to act
“hi” or “how are you?” but with facial
in ways that minimize conflict.
expression, tone of voices, and gestures
such as a nod or a wave. Pragmatic and individualistic – the social
order of the children is created by explicit
2. Initiating conversation – this requires
and implicit agreements entered into by
good listening and attention skills, as well as
selfish instinct.
 Frugal – people who seek financial security
by living their means and saving money.
Chapter 4 Financial Literacy
Pleasure – people who use money to bring
Financial Literacy – the ability to read,
pleasure to themselves and other.
analyze, manage, and communicate about
the personal financial condition that affect Status – people who use money to express
material well-being. their social status. They like to purchase and
show off their branded items.
Mandell 2009 define the financial literacy as
the ability to use knowledge and skills to Indifference – people who place very little
manage one’s financial resources effectively importance on having money and would
for lifetime security. rather grow their own food and craft their
own clothes.
Hasting et al. 2013 refers to financial literacy
as: Powerful – people who use money to
express power or control over others.
 Knowledge of financial products
 Kowledge of financial concept Self-worth – people who spend money for
 Having the mathematical skills or self-worth value how much they accumulate
numeracy necessary foe effective and tend to judge others based on the
financial decision making amount of money they have.
 Being engaged in certain activities
2 common Spending Pattern
such as financial planning.
Habitual spending – occurs when one
R.A. 10922 a.k.a. “Economic and financial
spends, out of a habit, when one buys the
literacy act” – mandates DepEd to ensure
same item daily, weekly, or monthly.
that economic and financial education
becomes an integral part of formal learning. Impulsive spending – occurs when one
mindless purchase items that he or she
6 Standard gearing toward deepening
does not need.
student’s understanding of personal
finance through an economic perspective. Fixed VS Variable Expenses

 Earning income The fixed expenses remain the same year-

 Buying goods and services round while the variable expenses occurs
 Saving regularly but the amount you pay varies.
 Using credit Needs VS Wants
 Financial investing
 Protecting and insuring The needs are essential to our survival
while the wants are things that you would
6 major characteristic types in how people like to have but you can live without.
view money (Incharge 2017)
Setting Financial Goal
Short-term goals – can be measure in week
and can provide instant gratification and
feedback.
Chapter 5 Digital/ Media Literacy
Medium-term goals – should be
accomplished within one to six months. Aufderheide (1993) – define it as ability to
These goal provide opportunity for access, analyze, evaluate and communicate
reflection and feedback and require message in a variety of forms.
discipline and consistency.
Christ and Potter (1998) – define it as the
Long-term goal – can take year to achieve. ability to access, analyze, evaluate and
These includes saving money for a down create messages across a variety of
payment on a home, a child’s college contexts.
education, and retirement.
Hobbs (1998) – posits that it is a term used
Developing a spending Plan by modern scholar to refer to the process of
critically analyzing and learning to create
1. Record – keep a record of what you
one’s own message in print, audio, and
spend.
multimedia.
2. Review – analyze the information and
Media literacy – defined as the ability to
decide what you do.
identify different types of media and
3. Take action – do something about what understand the messages they are
you have written down. communicating.
Some reason why saving is important: Boyd (2014) – media literacy education
began in the united states and united
Emergency Bolster – you should save money
kingdom as a direct result of war
to avoid going debt just to pay emergency
propaganda in the 1930s and the rise of
situation.
advertising in the 1960s.
Retirement – you will need saving/
Types of media
investment to take place of income you will
no longer receive when you retire.  Television
 Radio
Future events – you need to save for future
 Newspaper
events like weddings, birthdays,
 Magazines
anniversaries, and travel so as not sacrifice
your fixed expenses.  Books
 Handouts
Instability of social security – pensions from  Flyers
social security should only serve as
supplementary and not the primary source What Media Literacy is not
of income after retirement.  Criticizing the media is not, in and of
itself, media literacy.
  Merely producing media does not  Research literacy – using IT tools for
equal media literacy. research and scholarships.
 Viewing media and analyzing it from  Publishing literacy – ability to
a single perspective is not media communicate and publish
literacy. information.
 Media literacy does not simply mean  Emerging technologies literacy –
knowing what and what not to understanding of new development
watch; it does mean “watch in IT.
carefully, think critically”  Critical literacy – ability to evaluate
the benefits of new technologies
Challenges to Media Literacy Education
Bawden (2008) collated the skills and
Koltay (2011) – skills and attitudes that
competencies compromising digital literacy
are learned by doing and repetition
from contemporary scholar on the matter
rather than mere classroom discussion.
into four groups.
Livingstone and Van Der Graaf (2010) –
1. Underpinnings – this refers to those skills
identified “how to measure media
and competencies that support or enable
literacy and evaluate the success of
everything else within digital literacy.
media literacy initiatives” as being one
of the more challenges facing education 2. Background Knowledge – refers to
in the 21st century. knowing where information on a particular
subject or topic can be found.
Digital Literacy – defined as the ability to
locate, evaluate, create and 3. Central Competencies – these are skills
communicate information on various and competencies that a majority of
platforms. scholars agree on as being core to digital
literacy.
Digital literacy also called as the
following: 4. Attitudes and Perspectives – suggest that
it is these attitudes and perspectives that
 E-literacy
link digital literacy today with traditional
 Cyber literacy
literacy.
 Information literacy
 Independent learning – the
Shapiro and Hughes listed skills and
initiative and ability to learn
competencies
whatever is needed for a person’s
 Tool literacy – competence in using specific situation
hardware and software tools.  Moral/ social literacy – an
 Social-structural literacy – understanding of correct,
understanding the production and acceptable, and sensible behavior in
social significance of information. a digital environment.