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The guide offers discussion, writing, and deeper inquiry prompts tied to Figure 1 and the report’s 15 images, focusing on visual news literacy and information agency. It includes ready-to-integrate learning activity slides with instructions, emphasizing how fear, hope, loneliness, determination, and grief are framed, coded for emotion and setting, and interpreted over time.",{"@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/visual-messaging-of-the-coronavirus-news-story-learning-resources-ideas-for-class-and-personal-exercises/586636/",{"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/visual-messaging-of-the-coronavirus-news-story-learning-resources-ideas-for-class-and-personal-exercises/586636.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of these learning resources?","Question",{"text":112,"@type":113},"They provide ideas for class and personal exercises using research findings from the second report in a two-part series on visual messaging of coronavirus news coverage.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are Figure 1 and the image coding used in the activities?",{"text":117,"@type":113},"Learners consider surprises in Figure 1 data and examine how changes over time in coded emotion and setting reflect collective feelings and pandemic life.",{"name":119,"@type":110,"acceptedAnswer":120},"What topics do the prompts focus on when analyzing the report’s 15 images?",{"text":121,"@type":113},"Prompts address fear, hope, loneliness, determination, and grief, and guide learners to inspect framing, light, space, and how these details shape visual storytelling.","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},586636,1792190270,{"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":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"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":46,"preview_page_count":4},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Visual messaging of the coronavirus news story:  \nLearning 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 study,“Covid-19: The 􀁿rst 100 days of news coverage,” o|ers a wide variety of information literacy and news literacy lessons. In this guide, we provide ideas for class and personal exercises using the research 􀁿ndings from the second report in the two-part series, “Visual messaging of the coronavirus news story.”  \nThe ideas and prompts below were designed to build visual 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. Context: Using Figure 1   \nDISCUSSION / WRITING PROMPTS  \nBefore reading or assigning the PIL report, consider the following questions:  \n What news images come to mind when you think of the pandemic?  \n What images did you see on social media? Which ones were shared a lot?  \n Which do you remember most: photos, illustrations, or videos about Covid-19?  \n How are the images you’re seeing now di|erent from ones at the start of 2020?  \nGOING DEEPER  \n Who is represented in the images you’ve seen about the Covid-19 story, and who is missing?  \n What settings are common in the images you’ve seen? Why? Which are missing?  \n What images would help you understand the crisis better?  \nUSING FIGURE 1  \n What surprises you about the data in Figure 1, and the coding results for “emotion” and “setting”?  \n How do changes over time in the results for “emotion” re􀂀ect collective feelings during the pandemic?  \n How do changes over time in the results for “setting” re􀂀ect life in the pandemic (e.g.“medical setting” did not increase until later in March)?  \n LEARNING ACTIVITY SLIDES: CONTEXT  \n2. Inspect: Using images from the report  \nDISCUSSION / WRITING PROMPTS  \nChoose a photo from the report’s 15 images illustrating the visual themes of fear, hope, loneliness, determination, and grief to describe in detail:  \n What is the focus of this photo?  \n Who is in the photo?  \n What are they doing?  \n Where is the photo set, in terms of both geography and type of place?  \n If there are people in the photo, can you see their faces?  \n How is light used in the picture:  \n Is it bright? Dark? A mix?  \n Which areas and objects are in shadow and which are well-lit?  \n Does the photo use high contrast?  \n How is space used in the photo:  \n Is the photo a tightly framed close-up?  \n A distant wide shot?  \n An aerial photograph?  \n How do these details contribute to the story the photograph tells?  \nGOING DEEPER  \nChoose a photo from the report’s 15 images about the visual themes of fear, hope, loneliness, determination, and grief:  \n What do you need to know to interpret the visual messaging of the image (e.g. local knowledge, knowledge of what is ‘normal’, knowledge of medical settings, etc.)?  \n How might a viewer’s personal experience change the meaning of the image?  \n How well does the image illustrate the news article that it accom","cbCaiqgocPsh3J8d","https://ap.wps.com/l/cbCaiqgocPsh3J8d","pdf",1807949,"English","# Purpose and intended use of this resource\n# 1. Context: Using Figure 1\n## Discussion / Writing Prompts\n## Going deeper\n## Using Figure 1\n# 2. Inspect: Using images from the report\n## Discussion / Writing Prompts\n## Going deeper\n## Activities\n# 3. Affect: Using the narrative\n## Discussion / Writing Prompts\n## Going deeper","[{\"question\":\"What is the purpose of these learning resources?\",\"answer\":\"They provide ideas for class and personal exercises using research findings from the second report in a two-part series on visual messaging of coronavirus news coverage.\"},{\"question\":\"How are Figure 1 and the image coding used in the activities?\",\"answer\":\"Learners consider surprises in Figure 1 data and examine how changes over time in coded emotion and setting reflect collective feelings and pandemic life.\"},{\"question\":\"What topics do the prompts focus on when analyzing the report’s 15 images?\",\"answer\":\"Prompts address fear, hope, loneliness, determination, and grief, and guide learners to inspect framing, light, space, and how these details shape visual storytelling.\"}]","Visual messaging of the coronavirus news story - Learning resources - Ideas for class and personal exercises | PDF",1792058694]