This article focuses on the production of archaeological knowledge within the fieldwork archive. Archaeological archives do not always reflect the reality of evidence uncovered during fieldwork processes or even the fieldwork processes themselves. This includes the many different agents and agencies, which are crucial to the construction of archaeological knowledge and their representation—or lack of representation—in the archive. Archaeological archives impose restrictions on how knowledge is included in a collection, the way it is recorded, and the fieldwork processes used. Therefore, this article considers the way in which the processes of archival documentation produce, transform, and construct archaeological knowledge. The main examples are from the British School of Archaeology in Egypt's excavations at Abydos between 1921 and 1922, often referred to as the Tombs of the Courtiers and directed by Flinders Petrie. Looking at the different contexts of an excavation archive, from before its creation to its ongoing curation and use, can reveal significant aspects not just of the history of archaeology but also on many of the ongoing recording methods and processes still used in the field today.

Digital tools are widely used in archaeology for excavation, research, and communication of results. Recently, due in large part to the COVID-19 pandemic, there has been a significant increase in the use of these resources in the classroom. The use of digital games for teaching undergraduate archaeology courses has been explored by a number of educators, but the majority of instructors continue to see this medium as lacking any particular educational merit. To combat this conclusion, in this article, the author explores some of the ways that unmodified digital games can be integrated into undergraduate archaeology courses to inspire critical discussions. She discusses two main types of games—conceptual simulations and realist simulations—to show how these can help students better understand theoretical approaches to archaeological interpretation and to consider the most effective form of archaeological reconstructions for different audiences. The author highlights her own experiences teaching with Assassin's Creed: Origins to show the benefits and challenges of working with this medium, and she includes student responses to the use of digital games in discussions. An example of a student assignment and an example of a project prompt are provided as supplemental materials to further encourage the use of digital games in the classroom.