The political and media rhetoric of the pandemic is that of conflict and a call to arms in face of a hidden enemy. But this is not a distant war where journalists are parachuted in to report on the action for a few weeks and then fly home. It is on our own doorstep. Many of those covering the global crisis do not correspond to the popular image of hardened conflict reporters and may have little experience in dealing with distressing stories of death, grief and mourning. How are journalists coping with the everyday diet of trauma when the corona frontline may be affecting their families, friends and colleagues? this article explores these issues through narrative interviews with UK-based journalists covering the pandemic for broadcast, print and digital media. It seeks to capture their "emotional labour" and explore possible differences in their practice and the coping strategies they employ. The paper locates this discussion within the context of an industry that has paid relatively little heed to these issues and considers what longterm implications the coronavirus may have for the next generation of digital journalists.

In the early stages of the pandemic, U.N. Secretary-General Antonio Guterres warned that the world was not only fighting coronavirus "but our enemy is also the growing surge of misinformation". (Associated Press, 28.3.20).Media literacy in the time of Covid is situated at an intersection between its value as an educational innoculation against misinformation in general and the urgency of a rapid response to misinformation about the virus. Media literacy in this context takes on a role in public health. This article reviews the evidence for the effectiveness of media literacy in both contexts, collating findings from reviews conducted for the UK Department for Culture, Media and Sport (DCMS), European Commisssion, US Embassy and UK Office of Communications (OFCOM), together with a rapid evidence analysis of media literacy with an applied, specific focus on 'Covid fake news'.

Since peace negotiations between the Colombian government and the country´s leftist Farc guerrillas began in 2012, it is generally accepted in the country that journalism has a responsibility to nurture peace and that the media can positively influence reconciliation in the aftermath of violence. But a recent analysis of domestic news coverage of the conflict concluded that the voices of victims were distinctly absent and that the overwhelming majority of Colombian news coverage involved official sources. This paper argues that a journalism intended to promote peace and reconciliation must include a wider range of voices and more specifically speak to those who have direct experience of conflict and the suffering it can inflict.In particular, we argue that a deeper understanding of trauma may help to strengthen resilience in both individuals and society, and ultimately contribute to peacebuilding. Drawing on the authors' research project working with young people embroiled in Colombia's civil conflict, the paper explores an alternative and innovative approach to the retelling of the stories of others and to post conflict reporting. At a broad societal level, the project aimed to make a contribution to the process of reconciliation in Colombia, using an autobiographical approach to capture and re-construct the participants' first-hand experiences of the conflict and to highlight the challenges of re-integration. It presented their hopes for peace and reconciliation through animation and the creation of a short, animated documentary. At a journalistic level, the project set out to explore the efficacy of combining traditional methods of storytelling with animation technology to offer anonymity to vulnerable contributors of testimony. The paper describes the research project and reflects on the challenges of working with vulnerable children and of telling their stories in a way that can promote the reintegration of marginalised individuals and groups into society.

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New beginnings are a crucial part of career construction and this paper explores how stories of 'lived experience' are used by journalists who have made the career transition into education, both in narrating their own lives and as an educational tool. It contends that personal stories can provide the journalist moving from newsroom to classroom with an authentic means to write the next chapter in a life story, since storytelling is the journalist's 'stock in trade'. The paper's principal feature is 2 stories drawn from in-depth, biographical interviews, both with well-established broadcast journalists who reflect on their experiences as journalism educators at the BBC College of Journalism. The relationship between professional and personal identity is considered and the emergent concept of 'auto/biographical journalism' is utilised to scrutinise the role of self within the context of journalism as a vocation and journalism education as a career choice. Here, autobiographical journalism as catharsis, the role of epiphanies in self-stories and the confessional genre provide some context. My background as a former BBC journalist and my current role as a journalism educator inform this paper: hence, it concludes with personal reflections on the ways in which, as journalists telling the stories of others, we can also draw on our own stories to shape our personae in different periods of our lives.