https://ojs.bibsys.no:443/index.php/IARTEM <p><em>IARTEM e-journal</em> is an international, interdisciplinary, peer-reviewed, open access electronic journal published by the <a href="http://iartem.org/">International Association for Research on Textbooks and Educational Media</a>. It is designed to provide a scholarly forum for research on textbooks and educational media and resources. The journal publishes theoretical, methodological and empirical contributions within the fields of textbooks, educational media and resources, usage, analysis, impact studies, history, design, production and publishing and their role in teaching<u>, </u>learning and educational achievement at all educational levels from kindergarten to lifelong learning.</p> <p>The journal publishes mainly in English, but accepts contributions in Portuguese and Spanish, with titles, abstracts and keywords in English.</p> International Association for Research on Textbooks and Educational Media (IARTEM) en-US IARTEM e-journal 1837-2104 <p>Copyright (c) IARTEM e-journal</p> <p><img src="https://licensebuttons.net/l/by-nc-nd/4.0/88x31.png" /></p> <p>This work is licensed under a <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/" target="_blank" rel="noopener">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>.</p> <p>Content published in IARTEM e-journal is - unless otherwise is stated - licensed through <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/" target="_blank" rel="noopener">Creative Commons License BY-NC-ND 4.0</a>. Content can be copied, distributed and disseminated in any medium or format under the following terms:</p> <p>Attribution: You must give appropriate credit and provide a link to the license</p> <p>Non-Commercial: You may not use the material for commercial purposes.</p> <p>No derivatives: If you remix, transform, or build upon the material, you may not distribute the modified material.</p> <p>No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.</p> <p>Notice: No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.</p> <p>Authors who publish in IARTEM e-journal accept the following conditions:</p> <p>Author(s) retains copyright to the article and give IARTEM e-journal rights to first publication while the article is licensed under the Creative Commons CC BY-NC-ND 4.0. This license allows sharing the article for non-commercial purposes, as long as the author and first publishing place IARTEM e-journal are credited.</p> <p>The author is free to publish and distribute the work/article after publication in IARTEM e-journal, as long as the journal is referred to as the first place of publication. Submissions that are under consideration for publication or accepted for publication in IARTEM e-journal cannot simultaneously be under consideration for publication in other journals, anthologies, monographs or the like. By submitting contributions, the author accepts that the contribution is published online in IARTEM e-journal.</p> https://ojs.bibsys.no:443/index.php/IARTEM/article/view/633 <div> <p><span lang="EN-US">Images are an important resource in English language teaching (ELT) textbooks. Still, knowledge of how textbook images may support the development of the learner’s communicative competence is still scarce. </span>This paper provides examples of how textbook images can support such a development. The theoretical framework consists of models of communicative competence, the notions of input and output, principles for communicative approaches, as well as key tools for image analysis. As examples relating to the phenomenon under study, Nicaraguan textbooks for the teaching of English in secondary school have been used.</p> </div> Nahum Misael Tórrez Copyright (c) 2021 Nahum Misael Torrez https://creativecommons.org/licenses/by-nc-nd/4.0 2021-01-29 2021-01-29 12 2 1 20 10.21344/iartem.v12i2.633 https://ojs.bibsys.no:443/index.php/IARTEM/article/view/810 <p>In this study, it is aimed to evaluate the English language coursebook at a private school sample in Sinop. Private schools are considered better than public schools in general. One of the differences between the two schools is the preference of course books. This study examined the English Language coursebook in terms of design elements under the title of external evaluation and educational elements under the title of internal evaluation. The research design is a qualitative one and the process is carried by two different researchers. The results show that although the coursebook preference is suitable and effective in terms of external evaluation, graphic design, and printing quality; the presentation of four skills in the coursebook is found weak. The reading skill is the most dominant skill and writing skill is the weakest skill. The coursebook needs supportive materials to present other skills effectively. It can be said that the coursebook in this study is not appropriate to teach the four skills in language effectively and it is not suitable for the aims of the English language content defined by MONE.</p> Yeliz Yazici Copyright (c) 2021 Yeliz Yazici https://creativecommons.org/licenses/by-nc-nd/4.0 2021-01-29 2021-01-29 12 2 1 19 10.21344/iartem.v12i2.810 https://ojs.bibsys.no:443/index.php/IARTEM/article/view/811 <p>In France, design training in any field, graphic design, product design or social design for example, is provided in universities and higher education institutions. In universities and other higher education institutions, design teachers must continuously renew their resources for design project courses. Indeed, teachers must, on the one<br />hand, select contemporary work topics and, on the other hand, accompany students in their design work. To acquire their resources, they conduct environmental scanning that includes, among others, documentary sources and other online sources. Our research is based on a qualitative study of fourteen teachers and shows the predominance of the use of digital sources, and the importance of creating a composite set of sources. This work contributes to the understanding of strategies for updating and renewing resources by conducting environmental scanning in an overloaded informational context.</p> Magali Roumy-Akue Copyright (c) 2021 Magali Roumy-Akue https://creativecommons.org/licenses/by-nc-nd/4.0 2021-01-29 2021-01-29 12 2 1 21 10.21344/iartem.v12i2.811 https://ojs.bibsys.no:443/index.php/IARTEM/article/view/871 <p>Editorial for the 2020-2 issue</p> Georges-Louis Baron Copyright (c) 2021 Georges-Louis Baron https://creativecommons.org/licenses/by-nc-nd/4.0 2021-01-29 2021-01-29 12 2 10.21344/iartem.v2020i2.871