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It encourages learners to explore early memories of COVID-19 coverage, interrogate figures and headline patterns, refine insights through heat maps and comparative source analysis, and focus on narrative elements. Guidance includes adaptation for virtual or in-person classes and reminders about academic sensitivities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-shape-of-the-coronavirus-news-story-learning-resources/586632/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-shape-of-the-coronavirus-news-story-learning-resources/586632.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this learning resource for librarians and educators?","Question",{"text":112,"@type":113},"It provides activities and discussion prompts that use “The shape of the coronavirus news story” to build news literacy and strengthen information agency in different classroom formats.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What topics do learners explore in the first step, “Explore: Context questions”?",{"text":117,"@type":113},"Learners reflect on early coronavirus coverage, local vs. non-local stories, how they found stories, and how they judged credibility as the pandemic information evolved.",{"name":119,"@type":110,"acceptedAnswer":120},"How do Figures 1 and 2 support the learning activities?",{"text":121,"@type":113},"Figure 1 is used to analyze headline results and reporting priorities over time, while Figure 2 (a heat map of top outlets) supports surprises and comparisons about contributing sources and coverage patterns.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586632,1792190477,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The shape of the  \ncoronavirus news story: Learning resources  \nAlaina C. Bull, PIL Research Analyst and First-Year Experience Librarian, University of Washington Tacoma Margy MacMillan, PIL Senior Researcher and Professor Emerita, Mount Royal University  \nBarbara Fister, Former PIL Scholar in Residence and Professor Emerita, Gustavus Adolphus College Illustrations: Jessica Yurkofsky, PIL Research Analyst and Creative Technologist, Principal, metaLAB (at) Harvard  \nPurpose and intended use of this resource  \nProject Information Literacy’s 2020 series,“Covid-19: The 􀁿rst 100 days of news coverage,” o|ers a wide variety of information literacy and news literacy lessons. In this guide for librarians and other educators, we provide activities and discussion prompts that support learning in virtual or physical classes based on the 􀁿rst report,“The shape of the coronavirus news story.”  \nThe ideas and prompts below for di|erent steps of inquiry were designed to build news literacy and strengthen information agency using the PIL report as a platform for discussions, activities, and assignments. They can be adapted to work across a variety of online or in-person synchronous or asynchronous learning situations. In addition, with Barbara Fister, PIL’s former Scholar in Residence and an information literacy expert in her own right, we have developed a set of Learning Activity slides with full instructions that are ready to integrate into online materials.  \nReminder: Many faculty, sta} and students are likely to have been adversely impacted by Covid-19, and may not wish to engage with the topic for academic work. The learning ideas can easily be adapted to other topics.  \n1. Explore: Context questions  \nDISCUSSION PROMPTS  \nBefore reading or assigning the PIL report, consider the following questions:  \n What news stories do you remember from the start of the coronavirus pandemic?  \n Were the news stories local?  \n Were they related to business, sports, entertainment, politics, or education?  \n What made them memorable?  \n How did you 􀁿nd out about stories (from friends, social media, TV, etc. )?  \n How did you decide what was credible in the stories or what was not?  \n What has changed since the early days of the coronavirus coverage when authorities thought Covid-19 was“just a 􀂀u”?  \n LEARNING ACTIVITY SLIDES: ANALYZING YOUR EXPERIENCE  \n2. Interrogate: Using Figure 1  \nDISCUSSION / WRITING PROMPTS  \n When do you remember 􀁿rst hearing about Covid-19?  \n What surprises you about the results in the news graph plotted in Figure 1?  \n Pick a day from the graph, click it, and scan the headlines that pop up.  \n What can you tell about the news sources (Washington Post, USA Today, etc.) and their reporting priorities, given the news topics that were covered?  \n Based on the headlines, who is the intended audience for each news outlet? What are their interests?  \n Compare stories from two di|erent dates, one near the start and one near the end of the 100 days.  \n What changed (consider tone, audience, advice, perception)?  \n Compare two stories on the same date from two di|erent news organizations:  \n Who is likely to be attracted to a certain story, based on the headline?  \n How does the article provide context for those new to the topic, and what does it assume readers know already?  \n Whose voices and concerns are in the article, i.e. , o}cials, witnesses, people immediately a|ected, and whose are not (consider race, class, age, gender identity and expression, ethnicity, education, etc.)?  \n What extra information would make the articles more useful/interesting to this subset of readers?  \n How does the intended audience shape each story, and what e|ect can stories have on these audience subsets?  \nGOING DEEPER  \n What do di|erences in content show about di|erences in priorities over time or across sources?  \n Who is granted authority?  \n How is science integrated into reporting?  \n How is misinformation handled?  \nHow is the information pol","cbCaihVAyw4HKM04","https://ap.wps.com/l/cbCaihVAyw4HKM04","pdf",2152429,"English","# Purpose and intended use of this resource\n# 1. Explore: Context questions\n## Discussion prompts\n## Learning activity slides: analyzing your experience\n# 2. Interrogate: Using Figure 1\n## Discussion / writing prompts\n## Going deeper\n## Activities\n# 3. Refine: Using Figure 2\n## Discussion / writing prompts\n## Activities\n# 4. Focus: Using the narrative\n## Discussion / writing prompts","[{\"question\":\"What is the purpose of this learning resource for librarians and educators?\",\"answer\":\"It provides activities and discussion prompts that use “The shape of the coronavirus news story” to build news literacy and strengthen information agency in different classroom formats.\"},{\"question\":\"What topics do learners explore in the first step, “Explore: Context questions”?\",\"answer\":\"Learners reflect on early coronavirus coverage, local vs. non-local stories, how they found stories, and how they judged credibility as the pandemic information evolved.\"},{\"question\":\"How do Figures 1 and 2 support the learning activities?\",\"answer\":\"Figure 1 is used to analyze headline results and reporting priorities over time, while Figure 2 (a heat map of top outlets) supports surprises and comparisons about contributing sources and coverage patterns.\"}]","The shape of the coronavirus news story - Learning resources | PDF",1792058675,15]