Abstract
The photography represents a key media, which has been lately employed as a primary visual source to be displayed in educational materials by the field of history education. This obvious trend, which leads to the inclusion of more visuals (photographs as well as illustrations, maps or schemes) into educational environment, reflects a general inclination of contemporary culture towards using and emphasizing visual communication.
Despite the fact how extensive change had been brought into the disciplines of history, memory studies and history education by the pictorial turn and how potentially rich research field the intersection of visual and historical literacy represents, the importance of historical as well as contemporary visual culture and their materials for the history education has not been fully examined yet. It stays overlooked and underdeveloped from the theoretical as well as from the methodological perspective.
The chapter aims to point out on this interesting phenomena, provides its readers with an introduction into the topic of a relationship of visual and historical literacy and on a practical example to demonstrate critical tools of a mixed method approach how to analyze photographs as materials of history education. This paper focuses on two research questions.
Firstly, it examines how three different educational media - textbooks, online educational portal and museum - work with photography in terms of its display, remediation and contextualization.