Social Media und Holocaust Education. Chancen und Grenzen historisch-politischer Bildung

Burkhardt, Hannes

doi:10.1007/978-3-658-24205-3_20

Cited by 3 publications

(2 citation statements)

References 18 publications

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“…In addition, previous research showed that within history education it was until now mostly made use of factual and neutral content (Henig & Ebbrecht-Hartmann, 2020). Therefore, the findings contribute to the discussion of history didactics and whether such historical social media representations are an adequate educational tool (Burkhardt, 2022).…”

Section: Emotional Representation On Social Media Historymentioning

confidence: 67%

“…There is an ongoing debate within media and the community of history didactics about presentations of historical events and figures on social media projects aiming (e.g., Berg et al, 2023;Burkhardt, 2022;Hespers, 2022). Nevertheless, increasingly, historical projects were launched on social media aiming to bring the past into the life of young adults (e.g., @annefrankhouseoffical, @evastories, @ichbinsophiescholl).…”

Section: #Histagram: Investigating Emotions In Historical Representat...mentioning

confidence: 99%

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#Histagram: Investigating Emotions in Historical Representations on Instagram

Zargar,

Frentzel-Beyme,

Lewers

et al. 2023

Preprint

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In the last years many projects addressing historical topics were launched on social media. Among educating about the past, the aim of such formats is to create subjective, emotional insights into the past. However, making use of emotions in historical learning contexts is broadly debated within the community of history didactics. It is assumed that emotionally charged presentations overwhelm individuals emotionally and reduce their ability to distance themselves from the presentation. However, whether such presentations indeed make use of emotional presentations remains unclear. Therefore, this investigation aimed to examine the amount and extend of emotionality within historical representations on Instagram. We conducted a qualitative content analysis on the nonverbally expressed emotions in historical social media posts, to see if emotions are used and recognizable in such posts at all. We found that in almost all posts in which people are shown emotions were displayed. Building on these findings, we exploratory investigated in a quantitative online experiment (N = 170) whether the presentation of emotions in social media posts of a historical figure could lead related emotions. The results showed that Instagram posts showing negative emotions via nonverbal cues more likely lead to the report of negative emotions than positive and vice versa. Consequently, the study’s findings contribute first empirical evidence to the ongoing debate of history didactics about the usage of emotions in historical social media learning settings and their potential to influence the followers’ emotional states.

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Section: Emotional Representation On Social Media Historymentioning

confidence: 67%

Section: #Histagram: Investigating Emotions In Historical Representat...mentioning

confidence: 99%

#Histagram: Investigating Emotions in Historical Representations on Instagram

Zargar,

Frentzel-Beyme,

Lewers

et al. 2023

Preprint

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Bridging cultural studies and learning science: An investigation of social media use for Holocaust memory and education in the digital age

Manca¹

2021

Review of Education, Pedagogy, and Cultural Studies

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Digital Memory in the Post-Witness Era: How Holocaust Museums Use Social Media as New Memory Ecologies

Manca

2021

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With the passing of the last testimonies, Holocaust remembrance and Holocaust education progressively rely on digital technologies to engage people in immersive, simulative, and even counterfactual memories of the Holocaust. This preliminary study investigates how three prominent Holocaust museums use social media to enhance the general public’s knowledge and understanding of historical and remembrance events. A mixed-method approach based on a combination of social media analytics and latent semantic analysis was used to investigate the Facebook, Twitter, Instagram, and YouTube profiles of Yad Vashem, the United States Holocaust Memorial Museum, and the Auschwitz–Birkenau Memorial and Museum. This social media analysis adopted a combination of metrics and was focused on how these social media profiles engage the public at both the page-content and relational levels, while their communication strategies were analysed in terms of generated content, interactivity, and popularity. Latent semantic analysis was used to analyse the most frequently used hashtags and words to investigate what topics and phrases appear most often in the content posted by the three museums. Overall, the results show that the three organisations are more active on Twitter than on Facebook and Instagram, with the Auschwitz–Birkenau Museum and Memorial occupying a prominent position in Twitter discourse while Yad Vashem and the United States Holocaust Memorial Museum had stronger presences on YouTube. Although the United States Holocaust Memorial Museum exhibits some interactivity with its Facebook fan community, there is a general tendency to use social media as a one-way broadcast mode of communication. Finally, the analysis of terms and hashtags revealed the centrality of “Auschwitz” as a broad topic of Holocaust discourse, overshadowing other topics, especially those related to recent events.

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Social Media und Holocaust Education. Chancen und Grenzen historisch-politischer Bildung

Cited by 3 publications

References 18 publications

#Histagram: Investigating Emotions in Historical Representations on Instagram

#Histagram: Investigating Emotions in Historical Representations on Instagram

Bridging cultural studies and learning science: An investigation of social media use for Holocaust memory and education in the digital age

Digital Memory in the Post-Witness Era: How Holocaust Museums Use Social Media as New Memory Ecologies

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