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The View From: Visiting Researchers, Part 2

Earlier this term, The Landecker Digital Memory Lab welcomed visiting researcher Dr Stefania Manca from the Institute of Educational Technology of the Italian National Research Council who specialises in digital Holocaust education. Find out about the productive knowledge exchange that took place. by Prof. Victoria Grace Richardson-Walden, in conversation with Dr Stefania Manca Prof. Victoria Grace Richardson-Walden: Stefania, what did you do during your time with us at the University of Sussex? Dr Stefania Manca: During my three-week stay at the University of Sussex, I had the opportunity to engage with members of the Landecker Digital Memory Lab and the Media, Arts and Humanities Research Institute. I took part in both organised research meetings and informal gatherings, which provided valuable insights into the cutting-edge work being undertaken at the Landecker Digital Memory Lab. I also had the chance to interact with several doctoral students and to appreciate how research on digital technology and memory is progressing in fascinating and innovative ways. In addition, I attended a joint meeting between researchers from the Landecker Digital Memory Lab and the Centre for Holocaust Education at the University of London. This was an excellent occasion to reflect on the potential collaboration required between [...]

By |2025-11-13T16:06:07+00:0013 November 2025|
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Digital data spaces: the future of European Holocaust data?

What is a data space and what are the preconceptions around them? Our Lab Director interviews Pavel Kats, Coordinator of the European Memory Data Space Blueprint project and discovers why the data space movement is at a critical point and crucially, why Europe needs a data ecosystem dedicated to Holocaust memory. Victoria Grace Richardson-Walden: What is a 'European Data Space'?  Pavel Kats: Common European Data Spaces (https://digital-strategy.ec.europa.eu/en/policies/data-spaces) are a bold innovation attempt by the European Commission to fundamentally rethink how we share and use data. They’re being funded and launched in many fields, from business sectors like industry and transport to societal domains like cultural heritage, to help individuals, businesses and institutions address the main digital challenge of our times: the growth of data and our inability to efficiently put it to use. For data to bring value, it must be used: in different ways and by different tools; across borders, stacks and institutions; and by different audiences. Yet, traditional data architectures are not built for that. In cultural heritage, we see it better than anywhere else. Every aggregation platform, whether national, European or thematic, at the same time exposes, suffers from and often exacerbates the same set of [...]

By |2025-11-06T09:15:22+00:006 November 2025|
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New Sites of Memory Making: Augmented Reality and Holocaust Memory

By Prof. Victoria Grace Richardson-Walden Augmented Reality or ‘AR’ is still an emerging field in Holocaust memory. We explore examples from AR practice and theory and propose five recommendations for its future development. What do we mean when we talk about ‘augmented reality’ or ‘AR’ projects? Blancas et al. (2021) bring together several definitions which emphasise that AR does not refer to a singular medium or technology: Augmented Reality (AR) enriches the physical world with digital information, annotating reality and supplementing it with additional information (Feiner et al., 1997). A classical definition considers it a form of Mixed Reality (XR) in which a real-world view is supplemented by synthetic sensory input (Milgram & Kishino, 1994). For some authors, AR should fulfil at least three properties: combining real and virtual, interactive in real time, and registered in three dimensions (Azuma, 1997). An ideal AR system would make users believe the virtual and real objects coexist in the same space, blurring the frontier between real and virtual (Billinghurst et al., 2002). It might be best then to define augmented reality as: a particular mode of mediation, which produces a specific relationship between the body and the lived-world with and through media. [...]

By |2025-10-30T10:32:10+00:0030 October 2025|
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Do Media Literacies Have a Place in Holocaust Education?

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 [...]

By |2025-10-23T10:02:03+01:0023 October 2025|
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Spotlight: Gathering the Voices

by Prof. Victoria Grace Richardson-Walden Our Spotlight series takes a deep dive into the digital offerings of worldwide organisations dedicated to Holocaust memory. This week, Prof. Victoria Grace Richardson-Walden looks at how the community association Gathering the Voices has used digital media to present testimonies of survivors with connections to Scotland, and to enable students to learn about their experiences. As their first digital comic details, Gathering the Voices is a community association with six trustees, based in the Glasgow area. The trustees are three married couples, and the husband of each had at least one parent who experienced the Holocaust. It is a personal project, and the trustees have been able to collect c. 50 interviews because they had developed a substantial level of trust with many interviewees before the project started. It was initially established with a small grant from Sense Over Sectarianism and a gift of several audio recorders that were going to be thrown out by Glasgow Caledonian University (where one of the trustees worked). Since then, the trustees have done immense work to apply for further funding, receiving support from the Heritage Fund which needed to be matched. Nevertheless, it is mostly sustained by a [...]

By |2025-10-03T12:04:22+01:002 October 2025|
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Reflections from the Memory Studies Association Conference, Prague

The research team of the Landecker Digital Memory Lab recently attended the Memory Studies Association’s annual conference, the world-leading event in the field, this year held across Charles University and the Czech Academy of Sciences in Prague, Czechia. During the packed, five-day programme, the Lab contributed to five sessions and joined many others. Find out what we shared and learned from three distinct perspectives. By Dr. Ben Pelling, Dr. Kate Marrison and Prof. Victoria Grace Richardson-Walden Dr. Ben Pelling, Research Fellow, Landecker Digital Memory Lab: As someone new to memory studies, the size of MSA Prague was at first quite overwhelming, with more than 1,400 participants. However, this does mean that there are plenty of panel sessions, workshops, tours and other events to suit all areas of scholarship or mere curiosity. There was ample opportunity to sample sessions on topics diverse from one’s own research focus - a great way to learn about new methods and approaches that can be adopted and co-opted as needed or just enjoy the work of scholars studying a completely different topic. One thing I learned during the event was that memory scholars are starting to engage with online, digital and mapping resources in their [...]

By |2025-09-25T13:23:36+01:0025 September 2025|
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Why We Shouldn’t Be Surprised about #AI #Auschwitz, and What We Can Do About It

By Prof. Victoria Grace Richardson-Walden Last week the BBC reported on spammers sharing ‘AI slop’ images of Auschwitz for profit. In this week’s blog, we respond to their article, reflecting on our years of research into Holocaust memory and AI. On Friday 29th August, the BBC published an article with the headline: ‘BBC reveals web of spammers profiting from AI Holocaust images.’ Whilst this might seem shocking, it shouldn’t be, and far from ‘spamming’, which can be considered a flippant action, the individuals involved in these profit-making schemes are using social media in conscious and sophisticated ways – as its logics intend it to be used. This should make us stop and ask: are platforms like Facebook good for Holocaust memory? On one hand, it would be easy (especially in the current political climate) to say, ‘not really’. On the other hand, if Holocaust museums and educational organisations want their authority to remain recognised widely, they need to be not only be present on these sites but enhance their visibility. As our previous research has argued (Walden 2021), professional Holocaust organisations need to adopt the strategies of apparent ‘bad actors’ if they want their messages to circulate as much as [...]

By |2025-09-02T13:32:24+01:002 September 2025|
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Holocaust Education and Social Media: What Young People Really Think 

by Dr Kate Marrison Dr Marrison reports from a recent event which brought together young people from across the UK to further their understanding of the Holocaust and its contemporary relevance.  We’re familiar with the pros and cons of social media, but what role can it play in Holocaust education, memorialisation and commemoration? This was the topic of a workshop I ran this month in London with an audience of 30 16-to 25 year olds at the Holocaust Educational Trust’s annual Ambassador Conference (AmCon). The Ambassadors come from across the UK and from a range of backgrounds. The initiative tasks young people to be ‘the driving force’ behind efforts to make sure that British people understand and remember the Holocaust.  Holocaust survivors and other educators were also present.  The workshop explored how museums, memorial sites and professional memory institutions harness social media. We kicked off with a quiz asking which were the most popular social media platforms they engage with – Instagram, Tiktok and Snapchat – and which three words describe their thoughts about social media being used for Holocaust education.  Attitudes varied from those optimistic about the potential of social media (‘educational’, ‘important’ and ‘useful’), to those who expressed [...]

By |2024-11-28T11:17:22+00:001 August 2024|
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Landecker Digital Memory Lab
University of Sussex
Falmer Campus
Brighton and Hove
East Sussex
BN1 9RH
LandeckerDigitalMemoryLab@sussex.ac.uk

Contact

Landecker Digital Memory Lab
University of Sussex
Falmer Campus
Brighton and Hove
East Sussex
BN1 9RH
LandeckerDigitalMemoryLab@sussex.ac.uk

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