Prezentace k přednášce v předmětu Informační pondělky ze dne 14. 12 2020, která doplňuje tém HistoryLab. Více informací o cyklu přednášek naleznete na: https://uisk.ff.cuni.cz/cs/pro-verejnost/informacni-pondelky/

1. Taking Mediality Seriously
Using Dynamic Literacy in
Inquiry‐Based Learning
Vojtěch Ripka
The Institute for the Study of Totalitarian Regimes

2. Historical thinking + Mediality?
• Dynamic literacy (Innes 2019)
• Use‐of‐history as a pillar added to HT (Nordgren 2016)
• Mediality (Errl 2009)
BUT
Gap between Theory and theory (Korthagen 2005 and Thorp 2020)

3. Practical examples
Stanford History Education Group
X
HistoryLab.cz

4. Example 1:
The Use of Textbooks in History Education

6. Historylab:
What do we learn beyond
calculus?
• Aims: Uncovering the mediality of a
textbook and its historicity (in phil.
sense)
• Comparing two versions of text
instruction for a Mathematical
assignment
• From textbooks of upper secondary
school Math (1943 and 1946/1947
versions)
• In 5 steps

7. [I came to the conclusion that textbooks are changing throughout
history.]
[It might be possible to do that based on other times and to
find out why such assignments were made.]

8. Example 2:
The Use of Iconic Photographs in History
Education

9. Beoynd the Bubble: Soviets in Berlin

10. Beoynd the Bubble: Soviets in Berlin

11. Historylab:
Raising the flag
• Aims: Finding out the reasons for
editing of the photo (Why it became
iconic?)
• Comparing Evgeniĭ Khaldeĭ‘s original
photograph with the edited (and
published) version
• Working with emotions and pre‐
concepts
• In 5 steps

12. Historylab: Raising the Flag

13. [That the Red Army tried to be the most professional in front of the
world.]
[Photo editing came up to my mind. Photos are editied to be
appealing and hoaxes are spread due to photo editing. The
reason to edit a photo is not only in their nice social media
profile, but also for political reasons and tactics.]

14. Beyond disciplinarity of
History?

15. Bibliography
• Beyond the Bubble: Opening Up the Textbook. 2012. https://www.youtube.com/watch?v=‐G429hI6HL4&ab_channel=StanfordHistoryEducationGroup.
• Činátl, Kamil. 2020. „Vztyčování vlajky [Raising the Flag]". Historylab.cz. 2020. http://testlab.felk.cvut.cz/cviceni/vztycovani‐vlajky.
• Innes, Melanie. 2020. „Dynamic Literacies and Democracy: A Framework for Historical Literacy". In The Palgrave Handbook of History and Social
Studies Education, editoval Christopher W. Berg a Theodore M. Christou, 597–620. Cham: Springer International Publishing.
https://doi.org/10.1007/978‐3‐030‐37210‐1_23.
• Korthagen, Fred. 2005. „Practice, Theory, and Person in Lifelong Professional Learning". In Teacher Professional Development in Changing Conditions,
editeed by Douwe Beijaard, Paulien C. Meijer, Greta Morine‐Dershimer, and Harm Tillema, 79–94. Berlin/Heidelberg: Springer‐Verlag.
https://doi.org/10.1007/1‐4020‐3699‐X_5.
• Nordgren, Kenneth. 2016. „How to Do Things With History: Use of History as a Link Between Historical Consciousness and Historical Culture". Theory
& Research in Social Education 44 (4): 479–504. https://doi.org/10.1080/00933104.2016.1211046.
• „Opening Up the Textbook (OUT) for Online Learning". 2020. Stanford History Education Group. 2020.
https://sheg.stanford.edu/about/updates/2020/opening‐textbook‐out‐online‐learning.
• Ripka, Vojtěch, Karina Hoření, Ilana Seelinger, and Čeněk Pýcha. 2016. „Rewriting History". Socialism Realised. 2016.
https://www.socialismrealised.eu/catalogue/rewriting‐history/.
• Stanford History Education Group. b.r. „Soviets in Berlin | Stanford History Education Group". Checked on September 4, 2019.
https://sheg.stanford.edu/history‐assessments/soviets‐berlin.
• Sýkorová, Pavla, and Kamil Činátl. 2020. „Co se učíme kromě počítání?" Historylab.cz. 2020. http://testlab.felk.cvut.cz/cviceni/co‐se‐ucime‐krome‐
pocitani#slide‐form.
• Thorp, Robert. 2020. „How to Develop Historical Consciousness through Uses of History ‐ A Swedish Perspective". Historical Encounters 7 (1): 50–61.