The recommendation reports, published as part of the Digital Holocaust Memory Project, underpin the objectives of the Landecker Digital Memory Lab. Their findings feed into all of the work that we now do. Forward The majority of academic research that offers commentary on digital Holocaust projects tends to focus on what is seen by users at the interface. For example, the simulation of human-to-human dialogue in interactive biography projects or avatars in Second Life. Far less attention has been given to the invisible processes that inform what data is retrieved by the user. Artificial intelligence and machine learning already impact Holocaust education and memory, although their influence is more predominant in public online spaces - such as search engines - than within the work of professional institutions dedicated to teaching about and commemorating this past. How might Holocaust organisations harness the possibilities of these technologies for 'good'? What challenges do they need to navigate to achieve this? What support do they need, and from whom, to manage this substantial task? Holocaust education and memory developed within and alongside the so-called broadcast era of seemingly fixed, closed texts. Once a novel is published or a film released, the production process is [...]

The recommendation reports, published as part of the Digital Holocaust Memory Project, underpin the objectives of the Landecker Digital Memory Lab. Their findings feed into all of the work that we now do. Forward The social media landscape is ever-changing as is its relationship to Holocaust memory and education. In the earlier days of Facebook and Twitter's dominance, there was a clear divide of opinions in the Holocaust sector. On one hand, some institutions were early adopters (notably the Auschwitz State Museum) and others experimented with the affordances of these platforms such as the team at Grodzka Gate, Lublin extending the analogue practice of school pupils sending letters to child Holocaust victim Henio Zytomirski onto Facebook and the United States Holocaust Memorial Museum's 'tweet-up' hybrid architecture tour. On the other hand, expressions of hesitance about these participatory spaces informed the need for the International Holocaust Remembrance Alliance's Education Working Group to establish guidelines for using social media in this context (2014). As practice grew, it also became somewhat formalised with most organisations predominantly focusing on Twitter, Facebook and Instagram for public engagement work, and most content presenting traditional curation of historical sources with additional narrative, promoting the organisation's offline (or [...]

The recommendation reports, published as part of the Digital Holocaust Memory Project, underpin the objectives of the Landecker Digital Memory Lab. Their findings feed into all of the work that we now do. Forward Testimony has always raised ethical issues, especially in relation to questions of provenance, integrity, ownership, and authenticity. Nevertheless, it has become one of the most powerful sources for Holocaust education. Meeting a Holocaust survivor in- person has been a particular tenet of educational experiences. Looking forward, we face dual challenges: (1) the decline in numbers of living witnesses to the Holocaust, (2) the increasing prevalence of digital technologies. It has been somewhat taken for granted that the latter offers solutions for dealing with the former. Media technologies have been integral to the dissemination of Holocaust testimony since the 1940s. From the attempts to smuggle out material evidence of witnessing atrocities on photographic film to the scraps of paper and writing implements used to document experiences and wishes for the future, from the Oneg Shabbat archives of the Warsaw Ghetto to the 'Scrolls of Auschwitz'. It is however in the immediate post- war period with Boder's wire recordings that spoken testimony of events after the fact began [...]