“Sustainability and Educational Media” – IGSBi Conference 2024 in Augsburg (Germany)
From September 27 to 29, 2024, the Annual Conference of the International Society for Research on Textbook and Educational Media took place at the University of Augsburg (Germany) under the topic “Sustainability and Educational Media”. Academics and publishers from nine European countries and Japan discussed a wide variety of aspects of the topic from historical and current perspectives.
Newsletter of the Reading Primers Special Interest Group
New Publications
Ewa Andrzejewska / Eva Matthes / Sylvia Schütze / Jan Van Wiele (Eds.): Bildungsmedien für Erwachsene. Educational Media for Adults (Bad Heilbrunn: Klinkhardt 2024)
Free download of the whole book (Open Access)
Eva Matthes / Christine Ott / Sylvia Schütze / Dieter Wrobel (Eds.): Kontinuität und Wandel von Wissen in Bildungsmedien. Continuity and Change of Knowledge in Educational Media (Bad Heilbrunn: Klinkhardt 2024)
In the school context, knowledge in educational media is aligned with laws, educational standards and curricula; in non-school contexts, it is usually less strongly regulated, but still orientated towards agreements or guiding principles.
Educational media knowledge is sometimes surprisingly persistent; at the same time, the content of educational media can be seismographs for change, sometimes even developing “subversive” potential by undermining guidelines. Their potential in both respects can only be categorised in relation to references and knowledge productions outside the educational medium.
The contributions in this volume consider the multifaceted nature of the concept of knowledge and offer multi-layered approaches to the complexity of the topic. In addition to subject-related research on educational media knowledge, there are studies on the implementation of pedagogical-didactic knowledge, analyses of media-material pre-figurations of knowledge transfer and acquisition as well as reconstructions of socio-cultural knowledge and its historical or cultural-historical presentation.
Link to the table of contents and to the introduction
Jasmine Annette Dorigo: Lehr- und Lernmittel für den Sprachunterricht im ladinischen Sprachraum Südtirols. Eine historisch-didaktische Analyse von Mehrsprachigkeit [Learning and Teaching Supplies for Language Teaching in the Ladin-speaking Areas of South Tyrol. A Historic-Didactical Analysis of Multilingualism] (Bad Heilbrunn: Klinkhardt 2024)
Teaching institutions of the Ladin valleys of the Dolomites are known for their multilingualism. Multilingual teaching needs respective supplies for learning and teaching.
The goal of the publication is to analyse especially important learning and teaching supplies for language teaching at Ladin primary schools of Badia Valley (Gadertal) and Valley Gardena (Gröden). The teaching and learning supply analyses affect both the historical schoolbooks that trace back to the parity schools (1948), as well as the contemporary supplies that are used currently (2023) in Ladin primary schools. The main focus lies on language didactics. Overall, the learning and teaching supply analyses give an insight into the development and changes at Ladin schools of South Tyrol between 1948 and the 21st century.
Link to the table of contents and to the introduction
New Publication on Primers Research
Learning to Read, Learning Religion. Catechism Primers in Europe from the Sixteenth to the Nineteenth Centuries (2023). Ed. by Britta Juska-Bacher, Matthew Grenby, Tuija Laine & Wendelin Sroka. John Benjamins.
Catechism primers are inconspicuous but telling little books for children combining the teaching of reading skills and religious catechesis. From the 16th to the 19th centuries, they have been produced, disseminated and used in huge numbers in many regions of the world, in particular in Europe. Remarkably, similar texts appeared across the continent, spanning confessional traditions that were in other respects highly divergent. In different places, and across the whole period, different denominations used not only similar pedagogical and religious strategies, but also shared the same formats and iconography.
This volume, edited by scholars from Finland, Germany, Switzerland, and the United Kingdom – among them three members of the International Society for Research on Textbooks and Educational Media e.V. –, is the result of a collaborative transnational and interdisciplinary effort including education, language teaching, children’s literature, book history, and religious studies. With contributions on seventeen European countries and regions, it sheds new light on a fascinating but largely neglected part of European cultural heritage, and, by establishing a comprehensive and authoritative summary of the field, offers fresh impetus for further transnational research.