Oral History Getting started

 Attached to this article you will find several additional documents for use in developing Oral History Projects. See attachments at the end of the article to download these PDF Documents. 

Introduction to Oral History Interviewing

WHAT IS ORAL HISTORY?

WHY IS IT IMPORTANT?

HOW DO YOU DO ORAL HISTORY?

1. CONDUCTING RESEARCH - Research is an often-overlooked step in conducting interviews. Some good reasons to conduct research:
   

1. No one lives in a vacuum. Placing your narrator within their historical context is essential to understanding why they made the decisions they did. 
   
2. Research shows the narrator you are serious about the project.
   
3. Research allows you to form a knowledge base from which to ask intelligent questions.
   
4. You gather more specific information by knowing some key phrases that will stimulate the memories of your narrator.
   
5. Having a good research base makes oral history collections much more attractive to historians, thus ensuring the collections use and future life. 

There are many resources available including:

1. College or university libraries archives and special collections.
   
2. City or county libraries or historical societies (look for archives, genealogy collections, local history collections, newspaper files, and oral history collections).
   
3. County government records.
   
4. Church records.
   
5. The Montana Historical Society.
   
6. Inter-library Loan services.
   
7. Private collections (magazines, photos, drawings, mementos, scrapbooks, letters, sheet music, recipe books). Remember to file all research materials with the recordings. 
   

2. CHOOSING TOPICS

Once you start the research you will realize you can’t possibly do all the topics and interviews that need to be done. You will also find that some things have already been done. Make decisions about what you want to accomplish and how to make your goals attainable. For instance, it would be difficult to conduct a project on the history of Bear Creek, Montana. The number of potential narrators and topics would overwhelm you. Trying to interview everyone would be very difficult, and more importantly could result in interviews lacking depth. If you decide, however, to narrow the focus to Slovenian families in Bear Creek, you would have more preparation time and thus a better chance of getting in-depth information. If you find more topics to cover, plan another project! A series of well-organized small projects is more useful than a large disorganized project.

3.  CREATING OUTLINES

Your research should lead naturally to a list of topics. From these topics you should create a project outline (see appendix). Outlines are an essential tool in oral interviewing. They give both the interviewer and the interviewee a road map for the interview. An outline should be organized chronologically. Each outline should follow this basic format: basic biographical information about the interviewee (family history, education, hometown); questions based on your topics (arranged chronologically); and a final illustrative story or summation.

The outline should be given to the interviewee to help them prepare for the interview. Keep the length down to one or two pages though, so you do not overwhelm them. Your copy can be much more in depth if you prefer. Remember, however, that the outline is a rough guide. If the interviewee is telling you a great story do not interrupt them. Good interviews result from following the basic outline but allowing for side trips where some of the richest stories can often be found.  

4. CHOOSING A NARRATOR

This can be the most difficult part of preparing for an oral history project. At every turn you will find people who “should be interviewed”. Only a small portion of those, however, will fit your needs. Conducting a pre-interview is a good way to decide if the person is appropriate for your project. Create a questionnaire/pre-interview worksheet (see appendix) for potential interviewees to fill out that will reveal their role in the events you are seeking information on. While the questionnaire is completed you can chat with the person to see how vivid their memories are. From this you should be able to tell if the person is appropriate. Those who fit your needs can be asked if they would mind being interviewed. Those who do not can be thanked for filling out the questionnaire and providing background for the project.  

Some general rules to follow when choosing a narrator:

1. Make your decision based on the quality of information the person can share, not their age. Not all older people will make good sources. 
   
2. Choose someone who wants to talk to you.
   
3. Choose someone who has firsthand knowledge of your topic.
   
4. Choose someone who is mentally, physically, and intellectually able to share their memories.
   
5. Choose the best interviewee but be sure to take into consideration the potential of losing good stories. Sometimes the best person to interview first is the one whose memories are most likely to be lost. The health of the interviewers should be taken in to account. It is very sad when a potential interviewee passes away before you are able to interview them.
   
6. Choosing the “local historian” to interview first has positive and negative implications. They often have a lot of information, but it is not firsthand information. However, they may be the key person needed to get names of potential interviewees, provide research information, and be a great promoter of the project. Take both into account before you decide who to interview first.  
   

5. CHOOSING EQUIPMENT

You do not need to spend a lot of money to get adequate equipment. Here are some things to look for: 

Digital Recording 

1. Digital Recorder technologies have superior sound depending on the quality of the digital recorder.
   
1. MHS oral history program uses the Marantz PMD620 as its digital field recorder (approximately $399)
   
2. MSL has two Zoom H5 Handy Recorders available for loan. The loan form is attached to this article. 
2. Record as .wav files and save this file for preservation, then save a copy as an MP3 as the derivative file for sharing. 
3. Recommend purchase of external microphone as well for superior sound recording
   
4. Each oral history project will have to research and purchase a digital recorder that fits its own specific needs and budget
   
5. For archival purposes the recordings should be saved as .wav files as well as burned to CDs or saved to an external hard drive
   
6. There are software packages that will allow you to transcribe directly on your PC.
   
1. See free Express Scribe software download at http://www.nch.com.au/scribe/
   
2. This software allows you to turn your PC into the transcription machine. It is not, however, voice recognition software so you will still need a dedicated typist to do the transcription. 
   

  Microphones 

1. Dynamic microphone (operated from the recorder’s power source)
   
2. Omni-directional (picks up sound in all directions. But be aware of stray noise in the room! These are powerful microphones

Video equipment 

1. External microphone (line-in and line-out for duplication of audio to digital file)
   
2. Sound mixer
   
3. Light stands, lamps (to get 3-point lighting)
   
4. Monitor (to see what you are recording)
   
5. Books on the basics of camcorder operation and good filming techniques, lighting, editing, and composition 
   

6.  CONDUCTING INTERVIEWS

Once you have chosen a narrator contact them and make arrangements for the interview, discuss the following:

1. A date, time, and location suitable for the narrator to meet. Ideally the interview should take place in the narrator’s home. Be sure to get clear directions.
   
2. Explain to the narrator that they will be required to sign a release form (see appendix). This is for their protection as well as the institution or individual conducting the interview. Most historians and historical institutions will not accept interviews without release forms to protect again libel.
   
3. Explain how the recordings will be used for your project. (i.e. If you plan to donate the recordings to a library let the narrator know the recordings will be made available to the public).
   
4. Explain in detail the purpose of the project to the interviewee. Include here time lines, descriptions of final product, and the expected role of the interviewee at every stage. Also discuss the expectations the interviewee should have of you (courtesy, timeliness, respect of boundaries etc.).
   
5. Invite them to review the outline, personal letters, photographs, scrapbooks, clippings or mementos that might stimulate memories before the interview. 
   

Just before the interview:

Go through your equipment checklist (see appendix) to be sure you have everything. Put an introduction on the recording consisting of the date, name of the narrator, your name, the topics to be discussed, and the location of the interview. This will help identify the recording later and is a good way to check to see how the recorder is working. Always play the introduction back to see if the recording levels are acceptable etc. Call the narrator before you leave for their home to ensure they are ready.

At the interview:

Once you are invited into the narrator’s home look for the best place to set up. Be aware of extraneous noises including traffic, heat registers, fans, playing children, pets, clocks, or televisions. Try to have the telephone turned off if possible. You want the interviewee to be comfortable, so try to work around the furniture and allow them to sit in their favorite chair. The microphone should always face the narrator and be placed in an accessible but not intrusive spot. Remember that you are a guest, set up your equipment with as little fuss as possible. Light banter about your work on the oral history project will put you both at ease. Once you have your equipment in place, test it by playing back the introduction. This assures you that the equipment is functioning and reminds the interviewee of the topics. Put the recorder on pause and give the interviewee a moment to prepare, and then begin. The interview should start with questions that will ease the narrator into the process… “Please tell me about your childhood”

Here are some general tips to help you through the interviewing process:

1. Ask one question at a time.
   
2. Try to keep your questions brief and concise.
   
3. Start your questioning with open-ended questions and follow-up with requests for clarifications and examples.
   
4. Be sure to have the 6 basics questions answered about each topic—who did what, when, where, why, and how?
   
5. Do not interrupt the narrator during story. If you have a follow-up question or need clarification on spellings, write your question down and ask later. “You mentioned earlier…”
   
6. Be aware of and try to control nervous gestures or fidgeting.
   
7. Keep your eyes on the narrator not the recorder! A quick glance should let you know the equipment is working.
   
8. Remember that the  recorder cannot see. Clarify narrator statements about objects. “You are referring to the third gentleman on the left in this 1921 wedding photograph?” Also try to get copies of any documents or photographs for the file. 
   
9. Do not interrupt a story because you have thought of a question. Just jot it down and ask later.
   
10. Try not to put your own judgments into a question. Avoid phrases like “That must have been.” “So, then you…” “Okay”
    
11. Avoid asking leading questions--“Tell me about the kinds of discrimination you encountered” Instead use “Has discrimination been an issue in your life?”
    
12. Try to get your interviewee to explain their role in important events or decisions--“Where were you when that happened?”
    
13. If your interviewee requests that some of the recording be restricted, you must comply. Do not try to erase during the interview. Assure them that the recording can be erased after the interview is complete. In the meantime, try to explain why the statements are needed as a true record of history.
    
14. If your interviewee doesn’t see the importance of the interview, remind them that they have the unique opportunity of joining 5 generations of their family together. Their grandchildren can only know the life of your grandparents through your recollections.
    
15. Be aware of the physical condition of your interviewee. They will give physical cues of fatigue. By suggesting breaks amid the interview, or setting another session, you should earn their respect and probably get a better interview.
    
16. Ask open-ended questions that require the interviewee to give their opinion. Closed questions require a “yes” or “no” or have a predetermined answer. Some key phrases to use are “Please explain” “Discuss” “Describe”
    
17. The outline is only a road map. If the interviewee goes off on a tangent that is more interesting than the question you gave, let them go. You can return to your outline later if you keep track in your notes.
    
18. If the interviewee goes off on a tangent that is not what you need call them back with--“That’s interesting. Before we go on to that however, I’m a bit confused about...could you tell me a little more about that?”
    
19. Do not worry about silences. Let the interviewee collect their thoughts. Use the pause button if necessary (just remember to press it when they start again!). Let them tell their story in their own time. The pause button is especially useful if someone has become emotional and needs time to recollect him or herself.
    
20. Show interest through nonverbal cues such as nodding the head or smiling. Do not say “Uh-huh” or “right” as they clutter the recording and make transcribing difficult.
    
21. Use a note pad and pencil to write down questions or clarifications you might need. 
    
22. Begin any interruptions in the recording with, “You were talking about” 
    
23. Try to establish dates, locations, and key participants at significant points in the narrative--“That was 1964 in Chinook?” 
24. Most interviews should not be longer than two hours.
    
25. End the interview with an invitation for the narrator to tell their favorite story or give a summation-- “We’ve covered a lot of ground today. Is there anything I should have asked?” “Is there any topic you would like to return to?”
    
26. REMEMBER TO GET THE RELEASE FORMS SIGNED BEFORE YOU LEAVE THEIR HOME.
    
27. Try to set a time for a follow-up interview before you leave.
    
28. Plan to chat for a few minutes before you leave. Accept that piece of cake and coffee. This is a good time to tell them about your interest in the project and what you hope will be done with the recordings.
    
29. Do not unplug your recorder until you are about to leave. Sometimes you get the best stories just after the interview is concluded. By leaving the recorder set up you can get these stories as an addendum.
    
30. Offer to send a copy of the recording and the transcript to the interviewee as a thank you.
    
31. You may want to take a photograph of the interviewee for your files.
    
32. Let the interviewee know that you might have some questions later. 
    

7.  PRESERVATION AND ACCESS

After the interview is over there is still a great deal of work to be done to make sure that the recordings can and are used. The first order of business is to make sure your recordings (whatever media you use) are in safe storage. Seek out established historical institutions that are familiar with the care and maintenance of recorded media. Please consider donating the original recordings to this kind of institution and making use copies for your own use. The recordings will have a wider potential audience and you will be secure in the knowledge that they are being well cared for.

Next you should prepare a recording index/summary or transcript. A transcript is a nearly verbatim, typescript of the interview (See appendix F). Most institutions do some editing. The average time for transcription is four hours for every hour of recording. Each interviewer needs to complete an audio/video time index for each interview they complete (see appendix G). An audio/video time index is a series of paragraphs divided into five to ten-minute increments that provide a synopsis of the topics discussed. They take about an hour for every hour of recording.  

Here are some suggestions:

1. The person who conducted the interview should do the index, summary, or transcript.
   
2. Always have the index, summary or transcript reviewed by a member of the staff and the interviewee.
   
3. Check to see that all the materials for your interview are in a folder. Review your notes to clarify questions you will need answered before you begin the transcript or summary.
   
4. Do a self-evaluation. Remember that this is a learning experience. No interview is perfect!
   
5. Send an evaluation form to participants to fill out. This will help you do your job better and will be appreciated by the participants.
   
6. Be sure to give the interviewee a copy of the final product.
   
7. Once you have completed the project, you might want to have an informal party or get together. Invite all the participants: interviewers, interviewees, transcribers, and other staff members. Put together a scrapbook of photos or interesting materials for the participants to look at.
   

HAVE A GREAT TIME AND GOOD LUCK!

APPENDIX A 

PROJECT PLANNING WORK SHEET

1. What are the goals of our project?
   
2. What is (are) the topic(s) of our project?
   
3. What do we want to do with the information gathered?
   
4. What types of interviews will best suit our purposes?
   
5. Who will we interview?
   
6. Who will conduct the interviews? If we use volunteers, who will train them and when?
   
7. What is the time frame for the completion of the project?
   
8. When will we start recording? At what rate can we expect to record interviews?
   
9. What kind of access will we provide? (Indexes, transcripts, summaries)
   
10. Who will do the work of providing access? Who will set the priorities for processing?
    
11. Who will store the recordings?
    
12. What is the budget for the project?
    
13. What are the potential funding/resource sources?
    
14. Who can we contact for additional resources or assistance? What other community groups should we include in the project?
    
15. What are our plans for publicity? 
    

APPENDIX B

Sample Oral History Topic Outline

1. Popular Stories about the history of the town, surrounding area, or county
   
2. Who settled the area? When? Where from?
   

1. Main street (including name changes)
   
2. Central meeting places, recreational areas, night life
   

1. Long-time businesses and changes over the years
   
2. New comers
   
3. Power of business
   
4. Changes in local practices (credit, bulk goods vs packaged, dress & service standards) 
   

1. One industry or several? Power of that industry to shape town life?
   
2. Opportunities for young people?
   
3. Industry layoffs or pull outs? Unions?
   

1. Role of church(s), church leaders as community leaders, meeting place for community, cooperation between faiths
   
2. Role of school(s), community support, tax base, quality of education, student interaction with town, parental involvement with school.
   
3. Library, museum or cultural center
   

1. Availability of services, doctors, nurses, dentists, midwifery/home medicines
   
2. Hospital, establishment, supporters, fundraising, opposition, competition of service providers
   
3. Nursing homes

1. Sports (baseball, basketball, rodeo), wilderness and access, the arts—dance, music, lectures, theaters, special events—parades, picnics, festivals, saloons/Bars
   

1. Women’s clubs, fraternal organizations, reform groups, booster groups, service groups
   

1. Firsts—electricity, light, gas, sewers, water, sidewalks, fire and police protection, parks and beautification efforts, volunteer services
   

1. System of government, reform efforts, annexation issues
   

1. Comforts & discomforts, pace of life, changes felt over time
   

1. Neighborhoods, “Sides of town”, eccentrics, young people, new comers  
   

Appendix C

Pre-Interview Worksheet

a. Involved

b. Witness

a. Yes

b. No

a. Yes

b. No 

a. Year and place of birth:

i. Name and place of birth of parents:

ii. Places lived:

b. Married:

I. Yes If yes, what year?

II. No

III. Children 

c. Education:

d. Work experience:

e. Nationality:

f. Interests/hobbies: 

g. Military service:

Yes

No

i. Branch of service:

ii. Battalion, regiment, division, etc.: 

iii. Highest rank:

iv. Wartime or peace ?

1. Where stationed:

2. Dates of service:

3. Wartime service:

a. Where served?

b. Decorations?

c. Combat related injury/injuries?

v. Drafted or enlisted:

10. Additional information: Honors/awards, social organizations, political membership, family history, etc.:

11. Historical period or event the interview will focus on and what was going on during that period. Be detailed with dates.

12. Why did you choose this interviewee and period of focus?

13. Preliminary works consulted for historical contextualization:

14. Topic(s) of interview: 

APPENDIX D

CHECKLIST FOR EQUIPMENT 

1. Recording media (digital recorder, memory card or USB, flashcards), take more than needed.
   
2. Batteries (take twice as many as needed, use rechargeable batteries. Remember batteries for your microphone if they require them).
   
3. Check tone and volume settings by recording introduction and playing it back.
   
4. Check to see that all equipment is in your bag--digital recorder, power cord, extension cord, 3-prong adapter, microphone (extra battery if one is required), memory card or USB, batteries, stand for microphone, and all paperwork.
   

1. Put microphone on a solid surface between you and narrator; cushion the microphone with a magazine or foam pad.
   
2. Point mike toward the narrator.
   
3. Plug-in the digital recorder (unless running on fresh batteries or freshly charged device)
   
4. Turn on the microphone.
   
5. Check for potential intrusive noises near the microphone (clocks, heating vents, telephones, animals, open windows, or florescent lights). Make sure recorder is running--a quick glance is enough. If it is not, check to make sure the microphone is on and the PAUSE button is off.
   
6. Glance at the recorder periodically to ensure it is working. 
   

1. Put the recorder away in a clean, cool place.
   
2. Keep the storage devices (memory cards or USB's) in climate controlled-storage (low humidity, cool, dry, clean). 
3. Make a copy of each recording to a hard drive for back up. 

APPENDIX E

Family History Sample Question Ideas: