† Prof. Dr. Vitaly Bezrogov (1959–2019)

Review of the Annual Conference 2019: "Migration and Educational Media"

Award of the Arsen-Djurović-Prize 2019

New Publications

Newsletter of the Reading Primers Special Interest


† Prof. Dr. Vitaly Bezrogov (1959–2019)


We are deeply shocked about the sudden and unexspected death of our esteemed Vice President, Prof. Dr. Vitaly Bezrogov. He was a long-standing member of the International Society for Reserarch on Textbooks and Educational Media e.V. and of the Reading Primers Special Interest Group. At the IGSBi-Conference in Augsburg, 2017, he was elected Vice President of our Society. He engaged committedly in the work of the Managing Board. The topic and the conception of the Annual Conference in Chur 2019 – “Migration and Educational Media” – were initiated by him.

The International Society for Research on Textbooks and Educational Media will always remember Vitaly Bezrogov with gratitude and will honour his memory.


Review of the Annual Conference 2019: "Migration and Educational Media"

The 17th Annual Conference of the International Society for Research on Textbooks and Educational Media e.V. (IGSBi) was held in co-operation with the Pädagogische Hochschule [University of Teacher Education] Graubünden from October 6 to 8, 2019, at the PH Graubünden in Chur (Switzerland).

Educational media researchers and specialists from thirteen different countries dealt intensively with the topic “Migration and Educational Media.”

After an opening lecture about “The Culturality of Understanding as Problem for Migrant Children and Youth,” there followed three tightly “packed” thematic blocks:

The contributions of the first block inter alia dealt with educational media for Russian and Spanish migrants in the 19th and 20th centuries, with teaching materials for migrant teachers from France in Poland, and educational media for specific groups of so-called “educational migrants,” like textbooks for students from Hungary, who go to school in Austria, or the specially commissioned Biology textbook for young people from Mozambique, who attended a so-called “School of Friendship” in the Federal Republic of Germany.

In the second block, current educational media for migrants were discussed, e.g., from Italy, Germany and Switzerland, furthermore different media formats – besides textbooks for example picture-books and digital learning-apps –, but also adaptations of educational media with regard to content, due to migrant students from a different religious and cultural background, e.g. in Canada.

The presentations of the third block dealt with the depiction of migrants and analyzed its appropriateness from various perspectives. There were contributions from diverse subjects like teaching of Geography or of Foreign Languages in different countries, like Germany, Finland, Hungary, and Switzerland. Moreover, a didactical game was presented and discussed.

Besides the interesting lectures and the inspiring discussions and talks during the breaks, a special highlight of the Conference was the donation of the Arsen Djurović Prize for Historical Research on Textbooks, which was awarded to two researchers (Dr. Sabrina Schmitz-Zerres, University of Duisburg-Essen, and Dr. Evita Wiecki, Ludwig-Maximilians-Universität München, both Germany), and the uniquely awarded Arsen Djurović Special Prize for Historical Research on Educational Media (Dr. Iris Seri-Hersch, Aix-Marseille-Université in Aix-en-Provence, France) during the common dinner.

The contributions will be published in a conference volume in 2020.



Award of the Arsen-Djurović-Prize 2019

This year, the Arsen Djurović Prize for Historical Research on Textbooks, which is donated by Dr. Milica Djurović, the widow of the long-time Serbian Vice President of IGSBi, every two years, was conferred for the fourth time.

Due to the numerous highly-qualified applications, the prize was split, like in 2017. It was awarded to

In addition, a unique Arsen Djurovic Prize for Historical Research on Educational Media was awarded this year, as one of the applied publication does not deal with textbooks for students, but with manuals for teachers, i.e., educational media in a broader sense; but for different reasons the jury found this book so excellent that she decided to confer this special prize to

More information about the honored publications and the awardees and their acknowledgement by the jury can be found in the laudations. [Darunter folgende Links:

Laudation Sabrina Schmitz-Zerres
Laudation Evita Wiecki
Laudation Iris Seri-Hersch


New Publications

Annemarie Augschöll Blasbichler / Eva Matthes / Sylvia Schütze (Eds.): Europa und Bildungsmedien / Europe and Educational Media (Bad Heilbrunn: Klinkhardt 2019)


Although the European Union was able to mobilize many supporters at the last election in 2019, it has become obvious that the EU has lost a lot of attraction. But a revival of the European idea of human rights, of democracy, freedom and tolerance, and thus of the value foundation of the European Union can only be successful if a clear majority of European citizens goes along with it.

In this context, educational institutions from nurseries, schools and extra-curricular pedagogical institutions up to those for adult education really matter.

All these institutions use educational media; therefore it is highly relevant that research on educational media deals with the presentation of Europe in educational media in the past and in the present; researchers must ask if and how the advantages of the EU, of a Europe without frontiers and on a human rights foundation are made plausible and valuable to young people, or they must reveal if national prejudices and stereotypes are presented or do even prevail.

Against this background, joint educational media projects of different European countries, which are also presented in this volume, offer an important perspective and raise expectations.

Link to the table of contents and to the German introduction


Eva Matthes / Thomas Heiland / Alexandra von Proff (Eds.):
Open Educational Resources (OER) im Lichte des Augsburger Analyse- und Evaluationsrasters (AAER). Interdisziplinäre Perspektiven und Anregungen für die Lehramtsausbildung und Schulpraxis [Open Educational Resources (OER) in the Light of the Augsburg Analysis and Evaluation Matrix (AAER). Interdisciplinary Perspectives and Suggestions for Teacher Education and School Practice]
(Bad Heilbrunn: Klinkhardt 2019)


In an earlier volume of this series (Fey/Matthes, The Augsburg Analysis and Evaluation Matrix for Analog and Digital Educational Media (AAER), Bad Heilbrunn 2017) the AAER was already introduced and its use was demonstrated with regard to domain-specific applications. Open educational resources (OER) are a specific challenge for teachers, but also for all actors in teacher education; this volume focuses on their analysis from an interdisciplinary perspective.

In the first general part of the book, the reader finds an overview of the state of research regarding OER, an article about their legal classification, and the description of an analysis model for OER platforms. The second part comprises subject-related didactical analyses of OER, using the Augsburg Analysis and Evaluation Matrix.

The publication may be used in teacher education and may help to prepare future teachers to find a professional handling of OER and their use, thus strengthening the practice relevance of teacher education – according to the aims of the current Augsburg project “Promotion of Teacher Professionalism with Regard to Heterogeneity (LeHet)”.

Link to the table of contents and to the German introduction


Maik Wunder: Discursive Practices of Legitimizing and De-Legitimizing Digital Educational Media (Bad Heilbrunn: Klinkhardt 2018)


Regarding the lack of state approval procedures for digital educational media, their growing presence in school learning contexts raises the question, by which authorities they are legitimized – or vice versa de-legitimized.

The present publication looks into this question from a discourse-theoretical perspective and reconstructs discursive figures of legitimation and de-legitimation of digital educational media from three different sources.

A special focus lies on the issue to what extent the reconstructed discursive figures are educationally motivated inscriptions or whether they constitute positions apart from the domain of education.

Link to the table of contents and to the German introduction


Eva Matthes / Sylvia Schütze (Eds.): Religion und Bildungsmedien / Religion and Educational Media (Bad Heilbrunn: Klinkhardt 2018)


With regard to a reawakened public and scientific interest in religion, this volume deals in various disciplinary approaches (educationalists, religious scholars, experts from different subject didactics, textbook authors, teachers) with the question, which influence religion(s) take(s) on educational media, how their depiction has changed relating to content, and how educational media for modern religious instruction can look like today.

The historical contributions of this volume illustrate the tremendous changes over the centuries: While teaching religion and education were nearly equated up to the early modern period, and educational media hence comprised religious content, it seems to have disappeared meanwhile – in parts entirely – from the curricula of the European countries and subsequently from the educational media.

The topical contributions of the volume from different subject-related didactics address the possibilities of a well-balanced, multi-perspective depiction of religious content.

The contributions from religious education discuss the challenges to educational media for religious instruction, both to impart fundamental knowledge about one’s own religion and to initiate a dialogue in a growingly secular and at the same time interreligious society.

Link to the table of contents and to the German introduction


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


Newsletter of the Special Interest Group:

RPI_15_BildNewsletter No. 15 of the Special Interest Group Reading Primers (SIG RP) (April 2018) with many interesting articles and news related to research on reading primers.