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Digital artifacts offer a way to give a new relevancy to primary Literature through access, actions, and agency.
My studies focus on the role of artifacts in shaping post-modern culture, and the subsequent implications for digital discovery. As we move into the post Holocaust survivor era, there will only be artifacts left to tell the story of The Holocaust; eventually, the burden will fall almost entirely on digital artifacts. Making the variety of Holocaust artifacts relevant via digital discovery for today’s digital users, inspired by new media literacies and new affordances for learning may help ensure that an accurate memory of the Holocaust and its ongoing relevancy to Millennials and future generations is perpetuated.
It is easy to simply think of artifacts as objects that have been intentionally made or produced for a specific purpose.
Dipert, Randall R. Artifacts, Artworks and Agency. Temple University Press, 1993.
Dipert, Randall R. “Some Issues in the Theory of Artifacts: Defining 'Artifact' and Related Notions.” The Monist, vol. 78, no. 2, 1995, pp. 119–135. Accessed December 13, 2017, www.jstor.org/stable/27903425.
The Book as Provocative Artifact
The Book as Provocative Artifact
Doctoral Thesis
THE BOOK AS PROVOCATIVE ARTIFACT: A NEW RELEVANCY FOR
HOLOCAUST LITERATURE IN THE 21ST CENTURY
Christine Maxwell, PhD
The University of Texas at Dallas, 2021
Supervising Professor: Nils Roemer
In the context of the Holocaust, Technology, and Culture, my interest in digital artifacts led me to recognize three key factors that mutually influence aspects of knowledge and understanding across each of those area: access, agency, and action. In today's technology-driven era, 'books' are no longer a 'fixed' form. Studying Holocaust Literature as an artifact is one way to bring together enabling technologies for scholarly exploration and civic engagement about the Holocaust. To catalyze interest in Holocaust Literature, I examined contemporary authors' initial responses to the Holocaust as they relate to Holocaust-related Literature. My case study methodology details relationships within and across three independent and interlinked pairs of selected books: Miklós Radnóti's Tajtékos ég and Zsuzsanna Ozsváth's In the Footsteps of Orpheus: The Life and Times of Miklós Radnóti; Anne Frank's Anne Frank: The Diary of a Young Girl, and David Barnouw's The Phenomenon of Anne Frank; the Protocols of the Learned Elders of Zion, and Steven Jacobs and Mark Weitzman's Dismantling the Big Lie: The Protocols of the Elders of Zion. The results demonstrate how an educational framework can be used to effect change by fostering a shift in how we see images, how we read words, and in computational representation.
Available : UT Dallas Repository
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