Tag Archives: digitization

Digitalisierte Schulbücher als Quellen

Interview mit Dr. Anke Hertling, Leiterin der Abteilung Informationszentrum Bildungsmedien am Leibniz-Institut für Bildungsmedien,  Georg-Eckert-Institut (GEI) in Braunschweig

Redaktioneller Hinweis: Anke Hertling studierte Germanistik, Kulturwissenschaften und Kommunikations- und Medienwissenschaften in Leipzig und Brüssel und promovierte an der Universität Kassel mit einer Arbeit über Frauen in der Automobilgeschichte. Nach ihrem Referendariat für den höheren Bibliotheksdienst an der Staatsbibliothek zu Berlin arbeitete sie als wissenschaftliche Mitarbeiterin und Stellvertretung der Leitung im Theodor-Fontane-Archiv in Potsdam. Seit 2015 leitet sie die Forschungsbibliothek am Leibniz-Institut für Bildungsmedien | Georg-Eckert-Institut (GEI) in Braunschweig. Die Fragen stellte Maret Nieländer, seit 2014 wissenschaftliche Mitarbeiterin am GEI und Leiterin des Projekts „Evolution des Schulbuchs.“ 

1.) Seit den 1970er Jahren werden in Braunschweig Schulbücher gesammelt, das GEI feierte kürzlich sein 50jähriges Bestehen. Inzwischen umfasst die Schulbuchsammlung rund 183.000 Print- und Online-Medien aus über 180 Ländern. Für wen sammelt Ihr und was wird mit diesen Quellen erforscht?

Schulbücher sind ein ganz vielschichtiges Genre. Sie geben über vermitteltes Wissen, über Sinnwelten sowie Normen und Werte von Gesellschaften Auskunft und sie sind deshalb für unterschiedliche Forschungsdisziplinen und Forschungsfragen interessant. Darüber hinaus erzählen sie viel davon, wie Wissen vermittelt wird und in der Vergangenheit vermittelt wurde. Sie sind also wichtiger Bestandteil der Bildungswissenschaft und Didaktik. Leider werden Schulbücher trotzdem nicht als sammelwürdig angesehen. Wir sind in Braunschweig die einzige Bibliothek weltweit, die eine internationale Schulbuchsammlung unterhält und systematisch Schulbücher der Fächer Geschichte, Geographie, Politik / Sozialkunde, Werteerziehung / Religion und darüber hinaus deutschsprachige Lesebücher aktiv sammelt. Wir haben auch einen großen internationalen Fibelbestand.

Alle an Schulbüchern Interessierte können zu uns in die Forschungsbibliothek kommen, denn wir haben ganz normale Öffnungszeiten. Die Wurzeln des Instituts liegen in der Friedensbildung und Georg Eckerts Bemühungen, Schulbücher nach dem 2. Weltkrieg von Feindbildern zu befreien  (siehe auch: “Georg Eckert,” https://www.gei.de/institut/das-gei/geschichte/georg-eckert). Aktuelle Forschungsprojekte am Institut beschäftigen sich z. B. mit der Darstellung jüdischer Geschichte, Kultur und Religion sowie mit queerer Diversität und der Auseinandersetzung mit gesellschaftlicher Heteronormativität in Schulbüchern. Seit einigen Jahren werden Schulbücher als digitale Versionen hergestellt und publiziert und es gibt digitale Bildungsmedien in Form von Apps und interaktiven Angeboten. Diese spannenden Entwicklungen werden am GEI gleichfalls beforscht und wir versuchen in der Bibliothek diese Medien zur Verfügung zu stellen. Neben Schulbüchern und aktuellen Bildungsmedien findet man bei uns zudem internationale Sekundärliteratur v. a. zur Schulbuch- und Lehrplanforschung in print und online.

Abbildung 1: Im Jahr 2021 hat das GEI einen Neubau für seine Forschungsbibliothek eröffnet. Die internationale Schulbuchsammlung ist frei zulänglich auf zwei Etagen untergebracht.

2) Seit 2009 digitalisiert Ihr auch. Wie geht das vonstatten und wie wählt Ihr aus?

Seit 2009 haben wir ca. 7.000 historische Schulbücher im Umfang von rund 1,5 Mio. Seiten digitalisiert, hauptsächlich mit Mitteln der Deutschen Forschungsgemeinschaft (DFG). Ganz nach Vorgabe der DFG erfolgte die Digitalisierung von urheberrechtsfreien, also historischen Werken, und war immer mit einer Forschungsfrage oder einem Forschungsprojekt verbunden. Auf diese Weise haben wir inzwischen alle unsere deutschsprachigen Schulbücher bis 1918 digitalisiert und in unserer digitalen Schulbuchbibliothek GEI-Digital frei zugänglich zur Verfügung gestellt.

Abbildung 2: Frühe Geographie-Didaktik mit mentaler Visualisierungshilfe für den Kontinent Europa. Aus: Guillaume Marcel: Conspectus Geographiae. Abbildung der Erd-Beschreibung. Hamburg: Schiller 1696. S. 21. https://gei-digital.gei.de/viewer/image/PPN750439777/29/

Abbildung 3: Titelblatt und Auszug Inhaltsverzeichnis „Der Deutsche Kinderfreund“ als ein Schulbuch für viele Generationen. Es erschien zwischen 1801 und 1888 in 226 kaum veränderten Auflagen. Friedrich Philipp Wilmsen: Der Deutsche Kinderfreund, ein Lesebuch für Volksschulen. Elfte Auflage. Berlin: Realschulbuchhandlung ca. 1810. https://gei-digital.gei.de/viewer/image/PPN777173409/5/

3) Wie findet man diese Werke? Hast Du Tipps für die Recherche?

Unsere Digitalisate sind über unseren OPAC zugänglich. Die Recherche im OPAC eignet sich besonders, wenn Autor:innen und / oder Titel eines Schulbuchs genau bekannt sind. Da Schulbücher aber oft gleichlautende Titel haben und ihre Autor:innen manchmal nicht eindeutig zu identifizieren sind, kann man auf unseren GLOTREC|Cat zurückgreifen. Hier können Schulbücher zusätzlich differenziert nach Schulfächern und Bildungsstufen recherchiert werden. Liegt ein Schulbuch digital vor, kommt man vom OPAC oder dem GLOTREC|Cat auf GEI-Digital. In der digitalen Schulbuchbibliothek GEI-Digital ist es dann möglich, die digitalisierten Schulbücher Seite für Seite anzuschauen und man kann nochmals gezielt nach Begriffen suchen und kommt dann auf die entsprechenden Seiten, wo der Begriff vorkommt. Das ist praktisch, wenn man z. B. alle Schulbücher suchen möchte, in denen etwas über Bismarck vorkommt. 

4) Frage: Was ist das Besondere an GEI-Digital?

Seit Beginn unserer Digitalisierung stellen wir Volltexte zur Verfügung. Das heißt wir haben sehr früh darauf gezielt, dass unsere Quellen maschinenlesbar von den digitalen Geisteswissenschaften genutzt werden. Über unsere Strukturdaten sichern wir zudem eine werkimmanente Tiefenerschließung, wodurch die Inhalte eines Buchs besser durchsucht, organisiert und beforscht werden können. Auch wenn wir aufgrund von fehlenden Schulbuchbibliografien nicht wissen, wie vollständig oder eben unvollständig unsere historische Sammlung ist, streben wir durch antiquarische Ankäufe das Ziel an, möglichst vollständige Korpora von Schulbüchern aus einer bestimmten Epoche bereit zu stellen. Wir schauen darüber hinaus in anderen Bibliotheken nach digitalisierten Schulbüchern und haben GEI-Digital z. B. mit Digitalisaten aus der Bibliothek für Bildungsgeschichtliche Forschung ergänzt.

Abbildung 5: Startseite der digitalen Schulbuchbibliothek GEI-Digital mit aktuell 6.318 digitalisierten historischen Schulbüchern verschiedener Fächer und Länder.

5) Die GEI-Digital Daten haben CC-0 Lizenzen bzw. sind gemeinfrei und haben eine OAI-Schnittstelle. Werden sie auch von DH-Projekten genutzt?

Für viele unserer Nutzer:innen reichen die Such- und Downloadoptionen für punktuelle Studien an einzelnen Werken im Sinne des “close reading”. Wir haben zugleich die Voraussetzungen für eine Arbeit mit großen Datenmengen geschaffen und einige Projekte nutzen unsere Daten, um computerlinguistische Verfahren wie Frequenz- und Kollokationsanalysen durchzuführen. Ein Forscher hat erst kürzlich Daten von uns in ChatGPT geladen und mit Schulbüchern speziell für Mädchenschulen gearbeitet. Die Fähigkeiten und zugleich Grenzen solcher Möglichkeiten sollten dabei immer kritisch hinterfragt werden. Wir als Infrastrukturanbieter bringen uns darüber hinaus selbst in die Digital Humanities ein. Wir nutzen z. B. Named-Entity-Detection Verfahren zur Anreicherung und Verbesserung unserer Daten und beschäftigen uns damit, inwieweit sich unsere Metadaten für Netzwerkanalysen im Bereich der historischen Schulbuchproduktion eignen.

6) Wie sieht die Zukunft von GEI-Digital bzw. der Digitalisierung am GEI aus?

Zwei Strategien bestimmen unsere zukünftige Arbeit: Erstens setzen wir auf Big Data, d. h., wir werden weitere zahlreiche Schulbuchbestände digitalisieren und dabei aktuell mit urheberrechtsgeschützten Werken gemäß gesetzlicher Möglichkeiten beginnen. Außerdem können wir jetzt Dank einer entsprechenden Förderung mit der Digitalisierung von rund 1000 DDR-Schulbüchern beginnen. Auch digitalisierte Schulbuchbestände von unseren internationalen Partnern werden wir verstärkt in GEI-Digital integrieren.

Zweitens zielt unsere Arbeit darauf, dass wir die Datenqualität weiter verbessern. Smart Data ist hier für uns handlungsleitend. Wir setzen auf Normdaten, auf interoperable Datenformate und das Training von Daten und -modellen. Gerade für Spezial- und Forschungsbibliotheken sehe ich in der Digitalisierung von Quellen ein vielfältiges und von immer neuen Technologien geprägtes innovatives Arbeitsfeld!

Vielen Dank für das Interview!

Weiterführende Informationen:

GEI Forschungsbibliothek: https://www.gei.de/institut/forschungsbibliothek

GLOTREC|Cat: https://itbc.gei.de/

GEI-Digital: https://gei-digital.gei.de/viewer/index/

GEI-Digital 2025 Korpus:

    • Onlinenutzung mit Tools der BBAW: www.dwds.de/d/korpora/gei_digital
    • Zugrundeliegender Datensatz: Leibniz Institute for Educational Media | Georg Eckert Institute. (2025). Historische deutschsprachige Schulbücher – Projektkorpus “Schulbuch-Evolution” aus “GEI-Digital” [Data set]. Zenodo. https://doi.org/10.5281/zenodo.15729290
    • NLP-annotierter Datensatz: Zentrum für digitale Lexikographie der deutschen Sprache. (2025). Projektkorpus “Schulbuch-Evolution” aus “GEI-Digital” – Annotierte Daten [Data set]. Zenodo. https://doi.org/10.5281/zenodo.15865675

Digitality and museal landscape – a contradiction? Critical thoughts on digitization in the museum

When visiting a museum, one expects to encounter and interact with historical objects, artefacts and their materiality. Especially after the turn of the millennium, museums increasingly introduced (and embraced) new digital components. Today, audio guides, for example, have become indispensable for many institutions. According to the National Museum of American History, it has more than 1.7 million objects “and a 22,000 linear feet of archival documents”[i] in its collection. The Deutsches Historisches Museum (German History Museum) in Berlin has also more than 60,000 historical documents and more than 900 movie clips from the past.[ii] These are too many historical objects and media to exhibit on the walls of museums. Therefore, museums have been discussing and experimenting with ways of using digital technology to make objects from their archives and storage facilities more visible. Would you expect that there will be a next level of presenting museal artefacts digitally to visitors?

The Mindener Museum in North-Rhine Westphalia is one example for a fruitful combination of a museum as a haptic room with digital methods. Since 2018 the head of the museum, Philipp Koch, has been cooperating with Prof. Silke Schwandt from Bielefeld University whose research interests include digital history and humanities. This cooperation offers students the possibility of thinking creatively and of developing their own digital projects about museal artefacts of the museum. In the past, the students developed a new tour for the digital city model related to the bombings of Minden by the allied forces in World War II and produced 3D scans and prints of a crest from the 17th century. Currently, there is one group, which creates an escape tour, inspired by the traditional experience design from the gaming scene. Julia Becker, an expert of experience design, supports the escape room project and shares her knowledge with the students. In this museum the areas of narrative history, which is making the past come alive with digital elements, and the traditional historical craft of researching the historical artefacts and contents overlap.[iii]

virtual city model – Visitors can choose historical tours on the screen that are presented on the city model via beamer afterwords.

The limited option for showing historical objects is a common problem for every museum. Therefore, Philipp Koch acknowledges the value of digitization, especially since it enables the display of treasures from the archives to visitors. Digitization can open up access to objects for researchers and historically interested people alike. It supports the preservation and display of historical files on the one hand, while pushing the pedagogical work on the other. Hence, digitization facilitates access for individuals to historical objects and chronological processes and supports the understanding of complex structures. Yet, digitization also has its limits, some of which are demonstrated by the example of the digital city model: The digital tour of the bombings in WWII needs more layers of telling than the mere presentation of the impacts of the bombings on the screen. Needed is an accurate and well-researched textual introduction to the historical events, now provided on the screen and of course ideally through a guide. Without these additional layers of explanation, historical education through digitization will not be as effective.

main menu of the tour on the bombings of WWII – Visitors can access information about WWII and bombings on the city of Minden.

Indeed, it requires more than just digital objects on a screen. Experts describe the way of dealing with digitization in the cultural, museal field as “Digital Cultural Heritage.”[i] The possibilities opened through digitization call for the discussion of visualization, presentation, and publication of digital artefacts. For Silke Schwandt, digital history is an evolving field of historical research that offers a wide array of application in museums. Therefore, digital representations such as interactive maps or 3D models of historical artefacts like in the Mindener Museum, allow visitors to interact directly with the displayed materials in ways that were formerly unavailable. Certainly, the opportunities of digitization are wide. You can think of using tablets to provide tours through the museum, virtual reality apps on the smart phone to bring portraits to life, or 360° experiences to set visitors into a historical scenery for example. In addition, digitization reduces the risks of damaging the originals, since visitors explore historical manuscripts on the screen. Imagine that you can scroll through the Declaration of Independence or letters from Bismarck virtually. Nevertheless, Silke Schwandt pleads for an intersectional dealing with digital elements. Most applications of digital tools in historical research, and the museal sector as well, do not make human interaction, interpretation, and communication obsolete:

“Historical information or insight tends to be more complicated than can be shown in a simple diagram. Historians stress the fact that there usually is more than one answer to a research question, more than one interpretation of the past. To meet these demands, digital representations in museums, or in any other context for that matter, should therefore be interactive in a way that allows the visitor to see more than one linear interpretation and maybe even arrive at their own interpretations after interacting with the material.”

What does experience design mean in a museal context? As Julia Becker says, in most people’s minds, the general idea of visiting a museum is being a passive spectator who gets to see exhibits and gains information. Therefore, application of experience design to this practice literally could turn visits into experiences that speak to several senses and put the human at the centre. The visitor would become a participant and their once passive position changes to a more active mode of participation in the experience. If a museum is able to tell stories and has the financial means to try out something new designing an experience for a museum can establish a memorable user journey, even if it breaks with traditional expectations for museum visits.

According to experts that are mentioned above, here are some pieces of advice (or guidelines) for doing digital history at the museum:

First, you should reflect about what digitization could yield for your museum. Digital elements in the exhibition can be a useful supplement, visitors still come to experience history primarily by looking at historical artefacts. Therefore, one should evaluate how much the museum on the one hand, and the visitors on the other, can benefit from digitization. Your curators should keep in mind that technology needs frequent maintenance and technical problems can arise every time. One should ensure that there is sufficient personnel capacity to manage failures in case. The Mindener Museum, for example, has its technician Mr. Wurm who is responsible for the digital city model. If there are problems with the image resolution or with the beamers on the ceiling – he is the one who fixes them.

Second, digital objects need thorough and accurate historical research as a basic preparation for their display in a museum context. The digitized objects or experienced stories may be as astonishing as ever, but no one will benefit from it without solid information about the historical content: ‘What kind of an object is it?’, ‘In what time period was it produced?’, ‘How has it survived over time?’ and even more questions should be asked and answered about an object. Of course, this can be very difficult and sluggish if you do not find the information at first sight. But to set the object into context makes it interesting for visitors. They want to know the content of the presented objects to connect this background information with knowledge they already have. Therefore, the basis should always be historical research by professionally trained historians. Without ensuring the accuracy of the historical context, the museum would fail its educational mission.

Third, the museum needs financial means for digitization. That can be digitized objects on a screen or ideally, experience design. Either need capacity in manpower and money for preparation and curation over time. The goal should be that digitization will be an additional enriching element in the exhibition and not a handicap. Remember that every digital project needs time and money to develop it from the first idea to the fully finished product. In addition and in the best case, every museum should have an in-house technician like Mr. Wurm. Besides the care of the technique, this person can share his or her knowledge with your curators to arrange technical solutions for your grand digital vision. The group of students who developed an additional virtual tour for the city model was in close exchange with the technician of the Mindener Museum to see if the historical maps fit on the screen, if the resolution of the image is good enough for presentation, and if the beamer lights are set correctly.

Fourth, while experience designs have to fulfill historical standards, they also have to adequately represent the complexity of story structures and narratives. Making history alive via digital tours through the museum or via virtual reality, for example, usually requires curated historical research. If experience design is interesting for your museum, curators should keep in mind that all playful and historical elements are connected to another and that the historical content must be worked out carefully. For example, the group who is currently working on the digital tour through the Mindener museum is still struggling with the conflict between the playability of historical stories. Is it allowed to change the historical facts of the escape tour just to provide a positive end and a feeling of success for the visitors? This question is not as simple as is looks at first sight and requires a huge amount of reflection on the side of the students. Beyond that, one has to take into consideration the different types of experiencing. Which mode fits to your historical artifacts and story?

At last, one has to live with gaps in historical storytelling. Every historian stood for the challenge that some questions stay unanswered. This is okay and the risk of historians, who should stick to what they know. (In that case you should only spread proven knowledge.) Do not take the trap of inventing historical fiction just for entertaining. The 3D-printed crest from the 17th century has shown how difficult it can be to deal with physical objects in a digital world. While the student read a lot of literature, it turned out that only a few pieces of proven information could be provided by the museal documentation and the research. Of course, he would have loved to share deeper knowledge of this crest. But in the end, he had no other choice than to stick to the information he could prove if he wanted to contribute to the educational task of the museum. The fact that there remain open questions about objects such as the 17th crest that even experts cannot answer remain is shared with the visitors.

If you plan digital or playful elements in your museum with these thoughts in mind, it could be a great opportunity to take the next step into to the 2020s. Exhibitions and educational work can support the ways by which museum visitors experience history in different ways. It can set them into the view of an historical character; it can open up historical files and hidden objects in the archives; it can give visitors the opportunity to experience history in an unexpected way. In short, while it should be carefully prepared and conceptually balanced, it gives visitors the chance to experience history in more than just one traditional way.


[i] National Museum of American History Behring Center, Collections, (access 04/09/2020 5.10 pm).

[ii] Deutsches Historisches Museum, Sammlungen Dokumente & Filmarchiv, (access 04/09/2020 5.20 pm).

[iii] Julia Becker, Philipp Koch, Silke Schwandt, Interview, February 26, 2020. All statements that are mentioned in this article refer to this interview.

[iv] Silke Schwandt, “Digitale Methoden für die Historische Semantik: Auf den Spuren von Begriffen in digitalen Korpora.“ Geschichte und Gesellschaft 44, no. 1 (2018), p. 107-134, here p. 108-109.

Collaborative Description: Opening Access to the Georgian Papers

Launched by Her Majesty The Queen in 2015, the Georgian Papers Programme (GPP) is an interdisciplinary partnership to conserve, digitise and catalogue 425,000 pages of material held by the Royal Archives and Royal Library relating to the Georgian period, 1714–1837, encompassing the reigns of the five Hanoverian kings (George I, George II, George III, George IV, and William IV). The papers include private, official, and financial material pertaining to the monarchs and their families, papers of various courtiers and ministers, and in addition records which relate to the running of the Georgian royal households. The papers are invaluable in all areas of eighteenth-century study, for they shed light on matters of political, social, economic and military history, as well as international relations and medical knowledge in the Georgian period.

Round Tower, Windsor Castle
Royal Collection Trust/©Her Majesty Queen Elizabeth II 2018
Round Tower, Windsor Castle
Royal Collection Trust /
© Her Majesty Queen Elizabeth II 2018

The Georgian Papers Programme is expected to take ten years to complete, with the core cataloguing work taking place within the walls of Windsor Castle, in the Royal Archives and Royal Library. The Programme’s principal partners are the Royal Archives and Royal Collection Trust (RCT), King’s College London (the academic lead), the Omohundro Institute of Early American History and Culture (lead American partner), and the College of William & Mary.[1] The Programme has taken an ambitious approach to developing an integrated workflow that simultaneously supports access, cataloguing and dissemination of digital facsimiles and transcriptions to create a virtuous feedback loop between the expertise of archivists and academics. The Programme has two ultimate ambitions: to optimise public, freely available access supported by enhanced metadata and interpretation; and, to provide a collaborative workspace in which scholars may explore, interrogate and manipulate data using a variety of online tools.

Continue reading Collaborative Description: Opening Access to the Georgian Papers

Economic Texts and Letters – Karl Marx and Friedrich Engels Go Online

The idea for this article emerged in the course of the April 2018 symposium Marx at 200, which the GHI hosted in collaboration with the Friedrich- Ebert Stiftung and the Goethe Institute Washington, DC. Dr. Jürgen Herres, a research fellow at the BBAW, was one of the panelists, and introduced us to MEGAdigital and to Dr. Roth. Professor Jürgen Kocka’s Keynote address on Marx and the History of Capitalism will be published in the GHI Bulletin in the fall of 2018 — Editorial note, Href

By Regina Roth

The Marx-Engels-Gesamtausgabe (MEGA, for short) is a project whose goal is to publish the complete legacy of Karl Marx (1818–1883) and Friedrich Engels (1820–1895) through producing a complete critical edition of their publications, manuscripts and correspondence.

The Editor is the Internationale Marx-Engels-Stiftung (IMES), an international, politically independent network, with the Berlin-Brandenburg Academy of Sciences and Humanities (BBAW) in charge, together with the International Institute of Social History (IISG, Amsterdam), the Russian State Archive of Socio-Political History (RGASPI, Moscow), and the Friedrich-Ebert Stiftung (Bonn) as members. The Marx-Engels papers are preserved in the archives of the IISG in Amsterdam (roughly two thirds) and at the RGASPI in Moscow (about one third). IMES was founded in 1990 to continue work on MEGA which had begun in the 1970s in Moscow and Berlin, GDR.

Continue reading Economic Texts and Letters – Karl Marx and Friedrich Engels Go Online

A Call to Action on Digital Cultural Heritage in Germany

The GHI Washington is part of the Max Weber Foundation — German Humanities Institutes Abroad, which includes ten research institutes worldwide. Innovation in digital research, scholarship, and preservation is a central concern of the Foundation and many of its constituent institutes. This post was authored by two Max Weber Foundation colleagues: Fabian Cremer from the administrative office in Bonn and Thorsten Wübbena from the German Center for Art History in Paris (DFK Paris). — Editorial note, Href

By Fabian Cremer and Thorsten Wübbena

Mass digitization of cultural heritage objects is an urgent need: In Germany, this is the common ground on which stakeholders from multiple fields have formulated a “wake-up” call to political decision-makers. Whether perceived as the last chance for the preservation of soon-to-be-lost culture, as in Syria (e.g. the Syrian Heritage Archive Project),[1] or as an opportunity for education and inspiration through free access to museum objects (e.g. Europeana), digitization enables people to see and use cultural material beyond its physical limitations. Continue reading A Call to Action on Digital Cultural Heritage in Germany