Papers from an international conference on research on textbooks and educational media are presented, grouped into four content areas. The first, Textbooks and Curricular Reform, contains: (1) The Norwegian CanonIs It Nationally Conditioned? (Bente Aamotsbakken); (2) Estonian Language Textbooks for Russian Schools and Their Accordance with New Requirements (Hiie Asser); (3) A Childs Positive Relation with an Activity as a Basis for Developing His/Her Humanness (Rima Bakutyte); (4) Students Interpretations and Use of Science Textbooks: Expectations and Reality (Ulle Liiber and Tiia Pedastsaar); (5) Texts Created by Pupils and Teachers in Interaction as Learning Materials for Beginning Readers and Writers (Rutt Troite Lorentzen); (6) Curricular Reform, Textbooks Research and ICT in JapanPresent Status and Futures Tasks (Hiroshi Nakajima); (7) Evaluating Textbooks as Teachers Activity (Zuzana Sikorova); (8) The Impact of the Textual Structuring of a Textbook on the Selection of Essential Information by the Learner (Koit Timpmann). Part 2, New Educational Media, contains: (9) Emerging Uses of the Internet in Biology and Geography in Estonian Schools (Ilta-Kanerva Kankaanrinta and Triin Marandi); (10) Learning and Teaching Online (Anne Keerberg); (11) Factors of Efficiency of Electronical Multimedia Textbooks (Piret Luik); and (12) Students Computer Literacy and Social Environment in the Context of the Society with Limited Resources (Diana Saparniene, Gediminas Merkys, and Gintaras Saparnis). Part 3, Values in Textbooks, contains: (13) Values in Religious Narratives as Presented in Norwegian RE Textbooks: Focus on Gender and Ethnicity (Halldis Breidlid and Tove Nicolaisen); (14) The Face of Democracy: A Comparative Study of How Democracy Is Presented in German and Swedish Textbooks in Social Science Written for Senior High School (Agneta Bronas); (15) Do Textbooks Teach Democratic Values? A Reception Study of a Ninth Grade Civics Textbook (Veronica Kalmus); (16) Incorporating Intercultural Awareness and Competence in EFL Textbooks (Suliko Liiv); (17) Teaching a Foreign Language and a Foreign Culture? (Ragnhild Lund); (18) The Homeland as a Possible ContextA Discursive Approach to Textbooks (Jon Milner); (19) The Image of the Other: Islam and Muslims in History Textbooks for Upper Secondary School Students in Norway (Jan Opsal); (20) The Expression of Gender Stereotypes in the Student and Teacher Population in Lithuania: Survey Data (Jonas Ruskus and Gediminas Merkys); (21) The Portrait of the Finnish Teacher in the Books for Young People (Katri Savolainen). Part 4, Learning Environments, contains: (22) A Classroom in Grade Five and Its Practices Involving Texts (Agnes Edling); (23) The Ethos of the Speaker and the Listener in Swedish School Radio Programs on Health Education 1930-1951 (Titti Forsslund); (24) Methodological Material To Work with Out-of-Tone and Unsteady Singers (Aija Kelpsa); (25) Varieties of Language and Mother Tongue Teaching Orientation (Krista Kerge); (26) Intertextuality, Chat, and Learning (Susanne V. Knudsen); (27) It Didnt Say That Anywhere in the Story 14-Year-Old Students Reading Strategies and Abilities To Infer (Monica Reichenberg and Staffan Thorson); (28) Some Norwegian Teachers Evaluation of Teachers Guides (Dagrun Skjelbred); (29) Students Self-Analysis in the Teaching Process (Ilze Strepmane and Kristiana Lapina); (30) The Pedagogue Model: Conception and Operationalisation (Teodoras Tamosiunas); and (31) Learning Environments: The Changes of the Last Years in Estonia (Larissa Vassilchenko). Each chapter contains references. (Contains 31 figures and 26 tables.) (SLD)