By Victoria Grace Richardson-Walden Recent opportunities to engage with Holocaust education experts through the Lab have left us contemplating the role of media literacies.  Lab Director Prof. Victoria Grace Richardson-Walden explains why a change is needed and presents her ideas for forging a new path in this field. Research demonstrates that we both ask too much of Holocaust education and do not have a coherent definition of it is a ‘subject’ or ‘field’, and yet we treat it as if it is distinct from other school disciplines. It is both a space for learning about the specific past that has been called ‘the Holocaust’ and laden with additional moral responsibilities unlike any other historical topic. In this respect it is also considered to be a subject which we must learn from to become better citizens, to enhance our ethical compass. The aims presented in the previous version of the International Holocaust Remembrance Alliance’s Recommendations for Teaching and Learning about the Holocaust (2019) make this clear: learn knowledge about the history preserve memory of the victims encourage and empower students to reflect on contemporary relevance. Many surveys have suggested that knowledge about the Holocaust is weak (https://www.claimscon.org/millennial-study/, https://www.claimscon.org/country-survey/, https://www.ucl.ac.uk/ioe/news/2021/nov/survey-exposes-lack-knowledge-about-holocaust), and [...]