Next Conference of IGSBi 2022 in Würzburg (Germany): Continuity and Change of Knowledge Stocks in Educational Media
The next conference of IGSBi from October 7 to 9, 2022 in Würzburg (Germany) will deal with continuity and change of knowledge stocks in educational media – on the one hand in those for teaching and learning at school, mostly related to laws, curricula and educational standards, and on the other hand in those for extra-curricular contexts and education for adults, often orientated at agreements, guidelines, and overall concepts. Knowledge stocks in educational media partly show an astonishing persistence for a long time; but they may also serve as a seismograph for changes at various levels; sometimes they even show “subversive” potential by ignoring and avoiding the requirements. During the conference, there is the possibility of childcare.
Link to the program and information on registration.
IGSBI Symposium 2021
On the 2nd of October, 2021, the International Society for Research on Textbooks and Educational Media e.V. (IGSBi) held a Zoom-Symposium on the topic “The Corona Pandemic and Its Impact on Schools, Learning, and Educational Media”. Prof. PhD Fien Depaepe (Catholic University of Leuven, Belgium) gave an impressing overview of the state of research regarding “The Effectiveness of Technology-enhanced Learning Environments, especially in the Context of the Corona Pandemic, and Its Reception/Acceptance by Teachers and Students”. In the second keynote, PhD Stefania Carioli (University of Urbino, Italy) offered a good insight into the reactions and measures of the educational System in Italy (State, communalities, publishing houses). Subsequently, Dr. Maren Saiko reported about the experiences regarding production and distribution processes in a big German publishing house for educational media during the pandemic and presented some specific initiatives. Finally, four teachers from Germany and Estonia shared their teaching experiences during the pandemic with a special focus on the role and use of traditional and digital educational media. The contributions caused vivid and informative discussions.
"Nation, Nationalism and School in Contemporary Europe" – Webinar on the 15th of March, 2021
The common conference of IGSBi, Spes (Società di politica educazione e storia) and Spicae (Società internazionale per la storia comparata dell'educazione) in Parma, which had been scheduled for 2020 and which could not take place on-site due to the Corona Pandemic, was held on the 15th of March, 2021, in form of a compact webinar. The organization committee in Parma, Prof. Dr. Luciana Bellatalla and Prof. Dr. Piergiovanni Genovesi, had prepared a comprehensive program on the topics "Educational theories and didactical media", "Nation, Nationalism and Europe in primers and secondary history textbooks" and "Cultural, biological and racial stereotypes". The contributors from Germany, Italy, Latvia, the Russian Federation, Switzerland and The Netherlands presented a ten-minutes quintessence of longer lectures, which had been available for the registered participants on the internet before. The presentations provoked vivid discussions, rich in content. A publication of the contributions is projected.
Newsletter of the Reading Primers Special Interest Group
Just published: Newsletter 17 of the Reading Primers Special Interest Group (RP SIG)
Sonja Maria Meinlschmidt: Die Repräsentation von Heterogenität in Grundschulbüchern des (Heimat- und) Sachunterrichts. Bayern und Bremen im Ländervergleich. Eine qualitative Evaluation zur Vielfalt im Schulbuch (Bad Heilbrunn: Klinkhardt 2022)
Textbooks are a key instrument of teaching. Through the school as institution, they reach everybody, and the implied knowledge is often considered to be absolute. Currently, the educational system is confronted with new challenges, especially with regard to the diversity in German society. Primary schools, which are attended by children from all social classes, are particularly concerned with this heterogeneity. It is important that all children can identify with the content of the texts. Therefore, it is worthwhile to deal critically with knowledge stocks in textbooks. This volume deals with the diversity which is represented in primary school textbooks for Social Studies in the federal states Bavaria and Bremen. The focus lies on the dimensions “gender/sex” and “migration/ethnicity” and on their interrelationship. Along these lines, the author reveals both progress and desiderata and develops criteria for a heterogeneity-sensitive textbook.
Eva Matthes / Stefan T. Siegel / Thomas Heiland (Eds.): Lehrvideos – das Bildungsmedium der Zukunft? Erziehungswissenschaftliche und fachdidaktische Perspektiven (Bad Heilbrunn: Klinkhardt 2021)
The internet market for educational videos both on commercial platforms like YouTube and TikTok and on educational platforms is booming, and representative surveys show the growing importance of educational and explanatory videos in research and practice. These are increasingly used at university and school as well.
This volume comprises multidisciplinary perspectives on these educational media, which have been mostly neglected so far. There are still many open questions: What exactly are educational videos? What should we know about the providers of these educational media (for example explanatory videos on YouTube)? Do there exist any quality criteria for these videos? What kind of chances, challenges, limitations and possibly even dangers are connected with their use?
The aim of our volume is to make a contribution to answering these questions and to provide clarity and transparency. Therefore, it includes:
(1) fundamental articles which introduce to the subject matter,
(2) analyses of explanatory videos from domain-specific perspectives,
(3) contributions regarding the use of educational videos in teacher (further) training at university.
Oliver Mayer-Simmet: Offene Lehr-Lernmittel (OER) für den Geschichtsunterricht. Marktlage, Nutzungsmotive und fachspezifische Qualitätsanforderungen (Bad Heilbrunn: Klinkhardt 2021)
Educational media play a decisive role in teaching and learning processes. This refers also to the actually growing offerings of open educational resources (OER) for teachers and students. This leads to the question which quality characteristics are necessary to make OER didactically acceptable.
This volume deals with the phenomenon of OER for the teaching of History. In this respect, it engages in fundamental research and explores the topic for the first time for the didactics of History in Germany. It is oriented towards the already existing general-didactical research approach, which was developed in Augsburg (cf. Neumann and Fey, both 2015, in this series), and tries to “translate” it into the subject-related didactical thinking in History. The author looks at the offerings in the internet, analyses History teachers’ reasons for using OER, and presents a History-didactical instrument which may support History teachers in the critical revision OER.
Kristina Schippling: Zur Vermittlung von Film im Schulbuch. Eine diskursanalytische Studie zur pädagogischen Subjektivierung (Bad Heilbrunn: Klinkhardt 2021)
Films and media influence the everyday life of children and youth more strongly than ever. At the same time, current studies about film education are very rare; thus, the volume at hand can close a gap with regard to the topic “Films” at school. Moreover, it presents for the first time a historical-comparative study on educational media and textbooks, which examines their content with regard to subject constitution.
The core research question focusses on the issue how students and teachers are addressed and subjectivated in textbooks that deal with film educational matters. In the theoretical part of the analysis, the author develops a questionnaire with a range of topics, which are oriented towards the philosophy of Michel Foucault; this questionnaire can also be used as heuristics for further studies on film education. In the empirical part, the author presents a discourse analysis of the textbooks and works out five content dimensions, by means of which the constitution and positioning of the subjects can be retraced and structured. Thus, the implicit subject conceptions of the educational media can be reconstructed.
The book specifies Althusser’s idea of “invocation” and Foucault’s considerations to subject theory in respect of the topic “film” in school pedagogy and helps to make these philosophical approaches more suitable for research.