ref- how to do oral history

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Basic Bibliography on How to Do Oral History

Working Definition of Oral History Memoirs

Producing oral history documents is a systematic attempt to enlist significantpeople with first-hand knowledge of special historical developments andexperiences into tape-recording their memoirs while they are still able to do soeffectively, that is, with sufficient powers of recall. Oral history is spoken history,subject to all the biases and vagaries inherent in human recall; yet it is notsubstantially different from other historical sources (diaries, correspondence,official documents, newspapers, photographs, etc.) which are distorted, partial,and viewed through the screen of contemporary experience. Oral history datamust be subjected to the same tests of evidence as other sources, examinedalong with other contemporary sources for corroboration and authentication. Theprimary value of oral history testimony is its usefulness in social history, forreconstructing the fabric of daily life since the turn-of-the-century, and fordocumenting the mundane details of family and community life for which writtenevidence is often scarce. The following sections of this Oral History Primer focuson the interviewing methods and procedures necessary for producing oral historydocuments of value for future generations. Adhering to these guidelines willassure the beginning interviewer at least some measure of success and a sense ofconfidence in carrying out what is a complicated collaboration, an oral historyinterview. Technique provides a kind of scaffolding; as one gains experience in theart of listening and in trusting one's judgement during an interview, improvisationand spontaneity can emerge, and the mechanical details will more and more takecare of themselves if they are once mastered. You will develop your own style of

interviewing, of being of service to your narrator in this endeavor to recapturememories of the past.

Tape-Recording Equipment

Cassette tape-recorders with a recording meter are more than adequate--reel-to-reel machines need not be used. High-quality 60-minute cassettes, and the use ofa condensor microphone, attached to the collar or lapel of the interviewee assureaudible recordings. The meter is helpful to monitor the recording, to be certainthat the machine is working, especially if one is depending on batteries ratherthan plugging the machine into a wall socket. Test out your equipment just prior tothe interview session. Take along extra cassettes, extension cords, or fresh

batteries. Label the tapes in advance with the narrator's name, date, address, andthe interviewer's name. Your own confidence in the equipment and the ease withwhich you go about setting it up in the presence of the interviewee all convey asense of comfortableness and matter-of-factness which diminish stage-fright andallay anxiety.

Guidelines for Conducting Oral History Interviews

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Preliminary Contact

In making the initial contact with a prospective interviewee be certain to make aclear presentation of the purpose and nature of the interview. One need not givelengthy explanations but should inform the interviewee of the time investmentinvolved, of the general areas to be covered, how the interview will be conducted

and what will be done with the tape/transcript, how it will be used and for whatpurposes. Being explicit and direct with the prospective interviewee inspiresconfidence in the oral history endeavor.

Pre-Interview Preparation

The interviewer should have a sound general background in the subject or topicsto be explored. If the interview is to focus, for example, on the career of a retiredattorney, fireman, teacher, or physician, during the 1930's, and the changes inthose fields since that period, the interviewer should do enough backgroundreading and research to have some notion of the major trends and highlights in

each field. Without any background the interviewer cannot ask the types ofquestions that will elicit the most pertinent information possessed by theinterviewee. Sufficient preparation spells the difference between a valuable and apoor interview. Consult written histories, journal articles, autobiographies, diaries,scrapbooks, newspapers, trade journals, family histories, relatives and friendsduring this preparatory phase of the work.

The Question Outline

Once you have determined the focus of your interview (whether it isautobiographical recollections of family history, or confined to a specific topic(municipal politics, the history of a real estate firm, the work experience of an

individual, etc.) you can begin to sketch out a question outline, comprised of thebiographical and subject information you wish to formulate into questions. Undereach broad topical area you will begin to think up more and more detailedquestions. This working outline will give you confidence during the interview andwill keep the interview moving in the direction you want to go. The outline is not,however, an inflexible blueprint; new topics introduced by the interviewee shouldbe incorporated in depth if they are of significance. You can use the outline toinform the interviewee in advance of what general areas you want to cover. Oftena copy of the outline given a week or so in advance of the actual interview willstimulate an interviewee's memories. But indicate that any other related topicswhich s/he can think of will be useful for the interview.

Telephone contact

Set-up arrangements should include a location in a quiet place where there won'tbe interruptions. The interviewee's home-- familiar territory--usually enhances thesession. Arrange a date and time and telephone the day before to remind theperson of the session.

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The Interview Session

Allow two hours for each session and no more than 90 minutes for the actualtaped portion of the session.

Laundry List

Remember to take along: paper and pens; extra cassette tapes; batteries; anextension cord; question outline and necessary research materials.

Breaking the Ice

When you arrive and are setting up recording equipment, chat informally toestablish rapport, but move as quickly as possible to the interview itself withoutbeginning abruptly. Breaking the ice is an essential phase of an interview.

Basic Interviewing Techniques

1.Ask open-ended questions which can be developed at length by the interviewee.Remember the ideal oral history interview is a considerately directed monologueand not a conversation. The interviewer's unobtrusiveness and attention areessential.

2.Start the session with easy and enjoyable kinds of questions and let theinterviewee run with them. In this way you will establish a pattern of in-depthresponses and recollections. The interviewee is then able to structure his/hernarration of an experience in ways that indicate those factors that they feel aremost significant or important. The person also overcomes the natural, initialanxiety once s/he has spoken at length about something s/he knows well. Often

the interviewee provides highly significant information on subjects you mightnever have thought of pursuing. By permitting the person to introduce a topic, youare less vulnerable to charges of having asked a "leading question," or of trappingan interviewee into talking about sensitive matters. Sample question. Could youtell me something about your adolescent years? About how you started in thisbusiness? Instead of interrupting in the beginning of a general question of thiskind, jot down questions on your note pad and listen attentively to theinterviewee. When a natural pause is reached you may then say, "Yourrecollections have brought a great number of subjects/topics to my mind that Iwould like to know more about . . ." Never overwhelm with multiple questions.

Take your time and never convey hurry or impatience.

3. Learn to listen very carefully. You want the person to develop in as much detailas possible the area of inquiry. Convey your interest by establishing eye contactwhen appropriate. Don't appear to know everything but do be very well-informed.Indicate that you have read seriously and informed yourself about the subject butthat the interviewee obviously has specialized, first-hand information which youvalue.

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4.Miscellaneous Interviewing Suggestions Ask clear, brief open-ended questionsrequiring detailed answers, particularly at the beginning of the interview so thatthe narrator will be encouraged to relax and talk freely. Ask provocative questionswhich further your inquiry, but do not assume an adversary role. The tone of voiceand the way in which a question is phrased convey your intentions. If asking aboutmistakes or failures in a person's life or career (if pertinent to the inquiry) broach

triumphs and successes first. When narrator goes off on a tangent steer him/herback on course gently and firmly.Refrain from making value judgements eitherimplicitly within questions or explicitly. Deal with contradictions in testimony itselfor in reference to other sources in a matter-of-fact way, such as: "I have read insuch-and-such or someone else told me just the opposite of what you have justtold me. Could you help me to resolve this contradiction, to explain thisdiscrepancy?" Ask so-called naive questions; they convey to the interviewee a sortof subtext, that you are ignorant, but not stupid, and want to know details.Remember: people love to tell about what they know and what they do; given acomfortable, relaxed interpersonal environment you can be of service in helpingthem to recapture their own memories, their original perceptions of events andexperiences. The interaction which is the interview is a unique opportunity not to

rehash old memories but to call up the past in fresh, actual recollections of theevents themselves.

Ethical and Legal Considerations

Another important consideration before the actual interview, is obtainingpermission to use the information in the interview. By means of a simple releaseform, the interviewer insures both the integrity and continuity of an oral historyproject and safeguards each interviewee's rights. Where a transcript is available, itis usual practice for the interviewee to read through the entire manuscript andindicate whether any portions need to be sealed (kept confidential) for a statedlength of time. When an indexed tape-recording will be made available tostudents, library patrons, or scholars, it is best to have the interviewee sign arelease form at the conclusion of the interview session(s). In this latter situation--where a written manuscript is not available for perusal--it is the responsibility ofthe interviewer to pay heed to possible libelous statements or difficult statementsand bring them to the narrator's attention; portions of the interview tape can beerased if libelous, or the entire tape sealed if information is sensitive.

Most interviews do not contain sensitive personal information and in most casesthe signing of a release form is a simple task. A sample text for a release formshould include the following explicit directions:

I hereby give and grant to [ ] my tape-recorded memoir as a donation for suchscholarly and educational purposes as [ ] shall determine. It is expresslyunderstood that the full literary rights of this memoir shall pass to [ ]and that norights whatsoever are to vest in my heirs now or at my death.

Signature of Interviewee

Address of Interviewee

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Signature of Interviewer

Address of Interviewer

Date of Agreement

Listing of subjects covered in taped memoir (can be index listing) It is commonpractice to give the interviewee a copy of his/her tape memoir or a copy of thetypeset manuscript as a gesture in exchange for their significant investment oftime and work in the oral history collaboration. Memorabilia Inquire about diaries,letters, photographs or other historical materials which the interviewee might wishto share with you. One must exercise discrimination in collecting such materials,but often photographs can be copied, or if the materials have real value forarchives or institutional collections, one can go to librarians for advice onacquiring them. Often they can considerably illuminate an oral history memoir.

Note-taking

Note-taking during the interview session can be helpful if it is not distracting. Onecan jot down names and places where the spelling is uncertain and ask for correctspellings at the conclusion of the session. Jotting down questions which come upunexpectedly, can contribute to accuracy and thoroughness.

Post-Interview Activities

Transcribing and/or Indexing Oral History Tapes

Due to the costly and time-consuming process of verbatim transcription of tapes,in which one hour of tape-recorded interview equals approximately 50 pages of

typescript, and 8-12 hours of labor, most volunteer projects have chosen toprovide detailed indexes for each tape. A topical index for each tape, and anongoing general index for a collection of taped memoirs, is an acceptablealternative for making oral history collections usable for researchers. By using thedigital counter found on most tape recorders the indexer can indicate withapproximate accuracy the location on the tape of a certain portion of discussionon each topic covered in the interview. so, if an interviewee discusses herchildhood, career as a photographer, family history, service in World War II, andwork for the U.S. government, each period and topic in the session can be notedand retrieved easily with such an indexing system.

Establishing an Oral History Archives/Depository for Taped Memoirs

A procedure should be established for placing oral history memoirs in local publiclibraries or some other permanent place where they will be safe, retrievable foruse by students and researchers, and correctly stored, (temperature control, etc.)minimizing tape deterioration.

Much thinking needs to go into the establishment of an archival solution to theincreasing number of oral history memoirs produced in this county. Not only are

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oral history memoirs useful for scholarly researchers, but they also serve as aunique local resource for educational purposes in our public schools; the study ofimportant 20th century developments and events--the Great Depression, WorldWar II, the environmental movement, the women's movement etc. --can beilluminated by the use of oral history documents which ground these large scaleevents in the historical reality at a local level. Textbook history is too often a pre-

digested, synthetic version of the past, devoid of humanity and flesh-and-bloodreality. Students in this community could be significantly enriched if they had ahigh-quality collection of oral history memoirs from which to learn about both localhistory and the influence of national trends on their community.

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ref- how to do oral history

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