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Kostenfrei zugängliche Publikationen aus dem Bereich der internationalen schulischen Bildungsmedienforschung

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    Myths and Mythical Spaces. Conditions and Challenges for History Textbooks in Albania and South-Eastern Europe
    (Göttingen: V&R unipress, 2017-12-06) Lichnofsky, Claudia; Pandelejmoni, Enriketa; Stojanov, Darko; Abdullahu, Durim; Vuka, Denis; Bliznakovski, Jovan; Beko, Fabio; Sulstarova, Enis; Kera, Gentiana; Giakoumis, Konstantinos; Kalemaj, Ilir; Pavlović, Aleksandar; Ilić Rajković, Aleksandra; Petroska-Beshka, Violeta; Nikolina Kenig, Nikolina; Stefoska, Irena; Todorov, Petar; Lichnofsky, Claudia; Pandelejmoni, Enriketa; Stojanov, Darko
    This volume addresses textbooks written in the Albanian language and in use in Albania, Kosovo, Macedonia and Serbia. Political myths and mythical spaces play a key role in shaping processes of identity-building, concepts of ‘self’ and ‘other’, and ideas pertaining to the location of the self and nation within a post-conflict context. The Albanian case is particularly interesting because the majority of Albanians live outside the borders of Albania, despite the existence of the nation-state, which gives rise to fascinating complexities regarding the shaping of national identities and myths surrounding concepts of ‘self’ and ‘other’. What textbooks teach is always of political interest, as they represent society’s intentions for its next generation. This renders identity-building processes via textbooks in this context a particularly fascinating topic for research, here examined through the lens of myths and mythical spaces.
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    Digital learning in European education policies and history curricula
    (2017-07-03) Tribukait, Maren; Baier, Katharina; Grzempa, Hanna; Loukovitou, Antigoni; Sijakovic, Romana; Tettschlag, Nadin; Vuka, Denis
    The advancement of digital technology has raised hopes of radical improvements in education. However, teaching and learning in European schools still seem to follow conventional patterns. This study asks how contemporary European education policies and curricula frame digital learning in schools, with particular attention to history education. It investigates digital strategies, media education concepts, core curricula, and history and IT-related curricula, which collectively shape the requirements, guidelines and expectations for the use of information and communication technology (ICT) in history lessons. In addition to analysing European Union policy, the study includes case studies of seven European countries (Albania, Denmark, Germany, Greece, the Netherlands, Poland, Spain).
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    The grammar of visual design and its didactic use in history textbooks for the sixth grade of Greek primary education
    (2017-01-25) Zagkotas, Vasileios; Fykaris, Ioannis;
    Based on Gunter Kressand and Theo van Leeuwen’s ‘‘Grammar of Visual Design’’, this study investigates the application of their methodology in an examination of the newly approved history textbook for the sixth grade of primary school. The researchers attempt to analyse each image in the book, both in terms of individual structural elements and in terms of interaction with other images on the same page. The authors consequently make didactic proposals for each image based on the results of the analysis. The study also examines the creators of the images, the subject, the date of the images or where the objects were originally produced and where the artworks are currently stored. The final discussion relates to the overall didactic functionality of the textbook’s images, with regards to the incentive behind their use and how they are used by teachers in the classroom.