Annual Conference 2019: "Migration and Educational Media" – Call for Papers

Modification of the Name of the Society

Review of the Annual Conference 2018: "Europe and Educational Media"

New Publications

Newsletter of the Reading Primers Special Interest


Call for Papers: Migration and Educational Media / Мигранты и учебники

Annual Conference of the International Society for Research on Textbooks and Educational Media e.V. in cooperation with Pädagogische Hochschule Graubünden (PHGR) in Chur (Switzerland) from October 4 to 6, 2019

Migration, emigration, immigration – for economic, political, religious, medical, social and other reasons with different variants of inclusion or exclusion within the host countries – have been very important issues of both current and former educational systems.

The international conference aims at finding, identifying and presenting the results of studies on educational media as specific pedagogical tools for the daily practice of teaching and education of multiple and numerous children separated from their homeland. It will deal with the relationship of migration and educational media regarding:

  1. manuals, school- or textbooks and other educational media prepared by emigrants for their own children;
  2. manuals, school- or textbooks and other educational media prepared by local authors of the host country for the immigrant children and/or for the majority to integrate migrants into the receiving society;
  3. manuals, school- or textbooks and other educational media prepared by the authors in the home country for the children who went abroad to maintain their ties with motherland;
  4. multiethnicity and multilingualism, cultural memory and identity problems as challenges for migrants’ educational media in all regions and states, especially in, border areas;
  5. depictions of migrants and migration in educational media from different cultures and periods;
  6. influences of religions and denominations, cultures and language varieties in educational media and instruction/teaching;
  7. learning to read and write native and official languages, native and other canons in literature in educational media;

We are looking forward to methodically founded contributions from historical, actual and comparative perspectives. Textual, content- and visual-analytic, inter-textual or contextual analyses are welcome.

We invite educational scientists, historians, sociologists, ethnologists, philologists, psychologists and other scientists, teachers, authors of educational media, and representatives from educational politics, administration, and publishing houses to present a paper.

The working languages of the conference are German and English.
Please send your proposal with a maximum of 2,000 characters (incl. spaces) until April 30, 2019, at the latest to the President of the Society, Prof. Dr. Eva Matthes.
Please convey also some short information about yourself (place of activity, etc.).

Feedback regarding the approval or disapproval of the proposal will be given until May 31, 2019.

The conference venue will be the Pädagogische Hochschule Graubünden (Alta scuola pedagogica dei Grigioni; Scola auta da pedagogia dal Grischun), Scalärastrasse 17, 7000 Chur, Switzerland. URL:

For a comprehensive Call for Papers click here.

Online-Registration онлайн-регистрация
Deadline for registration: September 23, 2019 /
Последний срок для регистрации: 23 сентября 2019


The name has changed, but purpose and objectives are still the same:
IGSBi’s new name is “International Society for Research on Textbooks and Educational Media e.V.”

By resolution of the General Assembly on October 6, 2018, the adjectives “historical” and “systematic” were omitted from the name of the Society; the change of the name has meanwhile been confirmed by the Local Court in Augsburg.

The modification was decided because many researchers, who take part at the Society’s activities – e.g., conferences, publications –, use approaches, which could not unconditionally be found in the old name, for example linguists and representatives from subject-related didactics.

The Managing Board and the members of IGSBi unanimously warrant that historical and systematic perspectives on educational media will further be represented. The new name does not stand for a change with regard to contents, but for more openness!


Review of the Annual Conference 2018: "Europe and Educational Media"

The 16th Annual Conference of the International Society for Historical and Systematic Research on Textbooks and Educational Media e.V. (IGSBi) was held in co-operation with the Research and Documentation Center for South Tyrolean History of Education at the Faculty for Education of the Free University of Bozen-Bolzano, Italy, from October 5 to 7, 2018, on the campus in Brixen-Bressanone.

Scientists from eleven European countries dealt with the topic “Europe and Educational Media.”


The first thematic block comprised historical contributions. Among the issues were the pan-European textbooks of Johan Amos Comenius, the depiction of Europe in Russian primers in the 19th and the early 20th centuries, and “Euro-VISIONS” in German school wall charts from one hundred years.

A further contribution dealt with the presentation of European places of remembrance in German textbooks and lead over from the historical aspects to topical themes.

The second thematic block considered language diversity in Europe and the corresponding challenges for educational media; it was, e.g., about multilingualism in Switzerland and in Poland.

The third thematic block dealt with the depiction of Europe in educational media for various subjects. Questions were discussed like the depiction of Europe in Turkish History textbooks and in Polish textbooks, or identity constructions educational media from border regions, e.g., between Germany and Denmark.









A further thematic block comprised contributions with regard to the presentation of Europe in new educational media. It was, among others, about the decoding of visual orders of perception in digitally available educational films, and about the efforts of the European Union to explain Europe multi-modally to children.









A panel with five presentations, which was organized by the Georg Eckert Institute – Leibniz Institute for International Textbook Research, focused on bi- and multi-national textbook activities, for example the German-Polish History textbook project, and efforts to find a multi-perspective view of the common history in educational media in South-Eastern Europe.








During the conference, a workshop organized by the Reading Primers Special Interest Group dealt with catechism primers in Europe; here questions like multi-nationality and multilingualism played an important role as well.


The contributions will be published in a conference volume in 2019.



New Publications

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.