Annual Conference 2018: "Europe and Educational Media"

Report about the Annual Conference 2017: "Religion and Educational Media"

New Publications

Review of the volume "Heterogeneity and Educational Media" (in German)

Newsletter of the Reading Primers Special Interest


Annual Conference 2018: "Europe and Educational Media"

Annual Conference of the International Society for Historical and Systematic Research on Textbooks and Educational Media e.V. (IGSBi) in cooperation with the Research and Documentation Center for South-Tyrolean Educational History in Bressanone (Free University of Bozen-Bolzano – Italy, Faculty of Education of Free University of Bozen-Bolzano in Brixen, Regensburger Allee 16) from October 5 to 7, 2018

Europe is a very important topic in European educational institutions and should be attached much more importance to than to date, regarding actual challenges and resurgent nationalisms. Educational Media play a decisive role in this context, as they a) inform about Europe in the past and present, b) spread – also controversial – narrations about Europe und thus legitimize or delegitimize Europe/the European value system, and c) make Europe comprehensible or try to do so for different target groups by various didactical and methodical means.

The international conference will deal with the relationship of Europe and educational media via three central approaches:

  1. depictions of Europe – historical development, relations between national states within Europe, economical, political, military and cultural co-operations in Europe, Europe and the non-European world, European Union (formation, development, actual challenges) – in analogous and digital, licensed and freely available educational media;

  2. European educational media projects (e.g., the “German-French History Textbook” (DFGB), the German-Polish History textbook (“Europe. Our History”), the “European Picture Gallery”, “Hi-story Lessons”) and educational media awards (e.g., “Erasmus EuroMedia Award”).

  3. multiethnicity and multilingualism as challenges for educational media in European regions (e.g., South Tyrol), border areas, and multi-ethnic states.


Please send your application until September 15, 2018, at the latest via e-mail to the president of the Society, Prof. Dr. Eva Matthes:

Download of the Application Form


"Religion and Educational Media"

Report about the Annual Conference of the International Society for Historical and Systematic Research on Textbooks and Educational Media e.V., 6th to 8th of October 2017, in Augsburg

In the year of the Fifth Centenary of the Protestant Reformation, the Annual Conference of the International Society for Historical and Systematic Research on Textbooks and Educational Media e.V. (IGSBi) addressed the important and often neglected topic “Religion and Educational Media”. The great approval, which was reflected by the numerous proposals and the pleasing number of more than 60 participants, underlined the importance of the topic.


The first thematic block dealt with “Interreligious Education and Educational Media”; the contributors introduced various teaching materials for interreligious dialogue and the reduction of prejudices. The second block addressed changes of media for Religious Education with regard to secularization and multireligiosity. Subsequently, the question was discussed whether and how educational media for Religious Education are responsive to the chances and risks of digitalization and take advantage of it respectively. At the end of the first conference day, the author of a current textbook for Religious Education illustrated the production process and the related considerations and decisions.






The second day started with a survey about three hundred years of textbooks for Religious Education in Norway. It was followed by a panel about the topic “Learning to Read with Catechetical Texts – Historical Approaches”, which was organized by the Reading Primers Special Interest Group. The contributors presented from various national perspectives how religious textbooks gradually evolved to reading primers. The following presentations dealt with religion as topic in different textbooks from the 17th to the 20th century, for example in textbooks for teaching German in Switzerland and Finland, in Jewish primers, and in textbooks about the history of education for university students.


At the third day of the conference, two thematic blocks dealt with the status and the meaning of religion in educational media both during different dictatorships (Soviet Union, Yugoslavia, Italy) and during the transition from dictatorial to democratic systems (Spain, Albania, Germany) in the 20th century.

Finally, different subject-related positions and perspectives with regard to the topic area “Religion and Educational Media” were presented, inter alia with a contribution about religious positioning in Religious Education, and with historical-didactic and religious-scientific considerations on a reflected presentation of religious events in educational media for History classes.

A special highlight was the award of the Arsen-Djurović-Prize for Historical Research on Textbooks, which this year was granted to Dr. Kira Mahamud Angulo (Universidad Nacional de Educación a Distancia, Madrid, Spain) and Prof. Dr. Dr. Jan M.M.G.F. Van Wiele (Tilburg University, The Netherlands). More information

The participants from fourteen different countries had many inspired discussions about the presentations, but also during the breaks and at the common festive dinner. Once again it has become obvious how enriching it is to bring historical, systematic, qualitative and quantitative, as well as subject-related perspectives together at a common conference.

Most of the contributions will be published in a conference volume in 2018. Program

The next conference will take place from the 5th to the 7th of October 2018 in Bressanone (Free University of Bolzano, Italy). The topic will be: “Europe and Educational Media.”


New Publications

Silke Antoni: „Auf die Methode kömmt alles an“. Elementarer Geschichtsunterricht im Spiegel ausgewählter Lehrwerke für die bayerischen Lehrerbildungsanstalten der Kaiserzeit (1871-1918) [“It Depends Entirely on the Method”! Elementary History Teaching as Mirrored in Selected Textbooks for Bavarian Colleges for Teacher Education in the German Empire (1871–1918)] (Bad Heilbrunn: Klinkhardt 2018)


If one wants to learn what was regarded as “good” teaching in a specific country at a particular time, one should best take a look at the textbooks, which were used for the education of future teachers. Then und today the knowledge of different disciplines converges in these textbooks and comes upon the peculiar interests of the political rulers. Moreover, due to their intended purpose, they act exactly at the interface between methodical-didactic theory and concrete instruction. Therefore, it is of special interest to History of Education to analyze these books. The present study examines what was conveyed in approved textbooks for “Specific Instruction” to future elementary teachers at selected Bavarian colleges for teacher education about the correct instruction in Elementary History during the German Empire (1871–1918). A focus of the analysis lies on the years from the foundation of the German Reich [Empire] until 1885; but an outlook also examines the further development of the discussion of teaching methods until the end of the First World War.

Link to the table of contents and to the Germne introduction


Karin Stöcker: Medialisiertes Vermittlungswissen. Untersuchung der Wandbilder zum Anschauungsunterricht und ihrer Begleittexte im Zeitraum 1872 bis 1914 [Mediatized Teaching Contents. Examination of the School Wall Charts for Visual Instruction and Their Accompanying Texts from 1872 to 1914] (Bad Heilbrunn: Klinkhardt 2018)


The presentation of the world has been a fundamental role of teaching since the beginnings of schooling. Teaching got a medial basis through the dissemination of school wall charts as visualizing medium. This analysis of the classroom pictures for visual instruction and their accompanying texts in the times of the German Empire deals with the image-specific content knowledge and with the formal structures and strategies of teaching by means of classroom pictures. Using a multilevel qualitative-interpretative analysis, the author shows dominant patterns both with regard to the textual and the visual level, which shaped the mediatized teaching contents for the duration of the investigation period.

Link to the table of contents and to the German introduction


Hans-Hellfried Wedenig: Und wie „lernt“ das Schulbuch? Potenziale für Innere Differenzierung durch adaptive Schulbücher: Experimentelle Evaluation der Präferenzen Lehrender und Lernender [And how Do Textbooks “learn”? Potentials for Inner Differentiation by Means of Adaptive Textbooks: Experimental Evaluation of Teachers’ and Students’ Preferences] (Bad Heilbrunn: Klinkhardt 2018)


The growing heterogeneity of students is a serious challenge for differentiated teaching. Educational media, being a central and steering teaching medium, can support teachers and students in doing so; especially in digital form, they allow for a consideration of individual learning levels by different forms of adaptivity. In the examination, which is presented in this book, the author, using various e-textbook models, analyzed empirically teachers’ and students’ preferences with regard to the adaptation possibilities for inner differentiation of teaching. The author, a specialist for digital media himself, sees in this new medium an explicit potential for ways of teaching, which better meet individual differences.

Link to the table of contents and to the German introduction


Susanne Heinz: Mobile Learning und Fremdsprachenunterricht. Theoretische Verortung, Forschungsüberblick und Studie zum Englischunterricht in Tablet-Klassen an Sekundarschulen in Bayern [Mobile Learning and Foreign Language Teaching. Theoretical Reflection, Research Survey, and Study on English Instruction in Tablet Classes at Secondary Schools in Bavaria] (Bad Heilbrunn: Klinkhardt 2018)


Mobile Learning and its subdomain Mobile Assisted Language Learning (MALL) are new fields of research in the 21st century. Since 2010, the use of tablets at schools has gained more and more in importance all over the world. The new digital reality of contemporary classroom instruction, which is gradually emerging, has so far been little studied with regard to schools and foreign language learning. The first part of the book discusses the current state of research, the characteristics of mobile learning tools, implementation models, and learning-theoretical foundations and framework models. The second part presents the results of the study “Learning English in Tablet Classes at Bavarian Schools.” 17 classes and their subject teachers participated in this Germany-wide first survey of all tablet classes in a Federal State. The study describes not only the reality of instruction in the surveyed tablet classes, but it also provides differentiated answers to the question as to the added didactical value of tablet-based learning scenarios both for competence-oriented English instruction and for the students’ individual mobile (foreign language) learning.

Link to the table of contents and to the German introduction


Carl-Christian Fey / Eva Matthes (Eds.): Das Augsburger Analyse- und Evaluationsraster für analoge und digitale Bildungsmedien (AAER). Grundlegung und Anwendungsbeispiele in interdisziplinärer Perspektive [The Augsburg Analysis and Evaluation Matrix for Analog and Digital Educational Media. Foundation and Application Examples from an Interdisciplinary Perspective] (Bad Heilbrunn: Klinkhardt 2017)


This volume introduces the Augsburg Analysis and Evaluation Matrix for Analog and Digital Educational Media (AAER) for the first time in an elementarized version to the public. In this form it can be widely used for teacher education, for quality control, and by teachers themselves.

With regard to the Augsburg project in the context of the Quality Campaign for Teacher Education, the book shows interdisciplinary and subject-related applications of the AAER, using the examples of analog and digital educational media. The AAER will contribute towards implementing a criteria-based handling of educational media as part of a future standard training of prospective teachers.

Link to the table of contents and to the German introduction


Bente Aamotsbakken / Eva Matthes / Sylvia Schütze (Eds.): Heterogenität und Bildungsmedien / Heterogeneity and Educational Media (Bad Heilbrunn: Klinkhardt 2017)

Heterogenitaet_BildungsmedienThe topic “Heterogeneity and Educational Media” has been mostly neglected in scientific research to date. Instead the present publication shows quite plainly how indispensible it is for a thorough dealing with the topic heterogeneity and teaching to focus on educational media as central steering tools.

The contributions ask from a historical and a topical perspective how educational media – analogous as well as digital ones – can facilitate and support the dealing with diversity:


This volume thus helps to close a research gap.

Link to the table of contents and to the German introduction


Review of the volume "Heterogeneity and Educational Media" (in German)



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