Annual Conference 2018: "Europe and Educational Media"

New Publications

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.



New Publications

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


Just published:

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