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This article provides an introduction to the aims, methods, and interdisciplinary approach of this new journal, elucidating the traditions of international textbook research and the function of educational media as illuminating sources for various academic disciplines. Textbooks and curricula in particular, which are not only state-approved but also of a highly condensed and selective nature, are obliged to reduce the complexities of the past, present, and future onto a limited number of pages. Particularly in the humanities, which often deal with concepts of identity and portrayals that may be more open to interpretation, textbooks can become the subjects of controversial debate, especially in relation to societal shifts such as globalization and immigration. In this regard, this journal intends to illuminate the situations in which educational media evolve, including their social, cultural, political, and educational contexts. The emergence of new, particularly digital, educational media marks new modes of knowledge production. The Journal of Educational Media, Memory, and Society (JEMMS) invites analyses that reach beyond the printed page and even beyond the institution of the school itself.A nyone inquiring into the ways and settings in which knowledge is acquired, stored, applied and altered must have an interest in consulting educational media, particularly in textbooks and curricula that are mostly defi ned and determined by the state. Individual as well as collective knowledge is always a result of a pre-structured societal order and the respective forms produced by various media. 1 Ever since the evolution of the modern school system, textbooks have acted as privileged media in this respect. For the state, they have been