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'''• Open-Ended Questions.''' ''Usually the most successful interview comes when the interviewee discusses whatever is most important to him or her. You can lead an interviewee to discuss interests by asking open-ended questions, such as “What are your fondest memories of your mother?” or “How did you meet your husband?” or “What was your greatest challenge as a child?” These questions require more than one or two words to answer and will encourage the interviewee to talk. See appendix B for a list of sample questions.'' | '''• Open-Ended Questions.''' ''Usually the most successful interview comes when the interviewee discusses whatever is most important to him or her. You can lead an interviewee to discuss interests by asking open-ended questions, such as “What are your fondest memories of your mother?” or “How did you meet your husband?” or “What was your greatest challenge as a child?” These questions require more than one or two words to answer and will encourage the interviewee to talk. See appendix B for a list of sample questions.'' | ||
'''• Direct Questions.''' ''A direct question evokes a short response, usually one or two words. Direct questions are appropriate if you seek specific information. For example, you might ask, “What year was Albert Smith born?” or “Who was his father?” This type of question can help you get good information, but it won’t generate the kinds of thoughts and memories that can come from an interview. They might be good introductory or concluding questions and they might help provide important contextual information, but a successful interview is usually built on openended questions.''<br> | '''• Direct Questions.''' ''A direct question evokes a short response, usually one or two words. Direct questions are appropriate if you seek specific information. For example, you might ask, “What year was Albert Smith born?” or “Who was his father?” This type of question can help you get good information, but it won’t generate the kinds of thoughts and memories that can come from an interview. They might be good introductory or concluding questions and they might help provide important contextual information, but a successful interview is usually built on openended questions.''<br> | ||
Even though the best interview arises from open-ended questions, you can make a list of direct questions you hope to have answered during the interview. Your interviewee may answer them without prompting during the course of the interview. If not, the last few minutes of an interview are a good time to ask a limited amount of direct questions. | Even though the best interview arises from open-ended questions, you can make a list of direct questions you hope to have answered during the interview. Your interviewee may answer them without prompting during the course of the interview. If not, the last few minutes of an interview are a good time to ask a limited amount of direct questions. | ||
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'''Transcribe the Interview''' Transcription is important in safeguarding and sharing your work. Audio and video tapes become obsolete much faster than typed documents. They are easily damaged, and the quality of the recording can degrade quickly. If keeping a copy of the original recording is important, be sure to convert the recording to new technologies as they become available. | '''Transcribe the Interview''' Transcription is important in safeguarding and sharing your work. Audio and video tapes become obsolete much faster than typed documents. They are easily damaged, and the quality of the recording can degrade quickly. If keeping a copy of the original recording is important, be sure to convert the recording to new technologies as they become available. | ||
A transcription machine is helpful when you are transcribing an interview. It allows you to start and stop the recording easily while you write or type. If you do not have a transcription machine available, however, you | A transcription machine is helpful when you are transcribing an interview. It allows you to start and stop the recording easily while you write or type. If you do not have a transcription machine available, however, you can still transcribe the recording using normal equipment. | ||
Written language is generally quite different from spoken language. People often prefer to see the written record of their words in a grammatical or standard form, even when they did not speak grammatically. They can become quite embarrassed if the transcription shows all their verbal pauses and false starts and stops. | Written language is generally quite different from spoken language. People often prefer to see the written record of their words in a grammatical or standard form, even when they did not speak grammatically. They can become quite embarrassed if the transcription shows all their verbal pauses and false starts and stops. | ||
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'''Make Copies of the Interview''' Make copies of your interview, and store them in different locations to help preserve them in case of fire or other type of disaster. You will also need to make copies to share with others. When you make copies, use material that is durable, such as acid-free paper, so the copies will last for a long time. | '''Make Copies of the Interview''' Make copies of your interview, and store them in different locations to help preserve them in case of fire or other type of disaster. You will also need to make copies to share with others. When you make copies, use material that is durable, such as acid-free paper, so the copies will last for a long time. | ||
'''Share Your Interview''' If you offered any copies to your interviewee, make sure you share the copies promptly. If your interviewee agrees, and you have obtained a copy of that agreement in writing (see Appendix C), you can also share your interview in many other ways: <br> | '''Share Your Interview''' If you offered any copies to your interviewee, make sure you share the copies promptly. If your interviewee agrees, and you have obtained a copy of that agreement in writing (see Appendix C), you can also share your interview in many other ways: <br> | ||
''• Offer your transcript to your local historical society or university.'' <br>''• Send a copy to interested family members.'' <br>''• Publish it on a Web page.'' | ''• Offer your transcript to your local historical society or university.'' <br>''• Send a copy to interested family members.'' <br>''• Publish it on a Web page.'' | ||
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'''Teaching Goals''' | '''Teaching Goals''' | ||
• Help students understand how to conduct a family history interview. <br>• Demonstrate the skills needed to conduct a family history interview.<br>• Help class members learn what resources are available.<br> | • Help students understand how to conduct a family history interview. <br>• Demonstrate the skills needed to conduct a family history interview.<br>• Help class members learn what resources are available.<br> | ||
'''Preparing to Teach''' | '''Preparing to Teach''' | ||
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Before you teach, you will need to: | Before you teach, you will need to: | ||
• Have supplies to show class members what they will need to carry out a real interview. These supplies could include a tape recorder with good batteries, a tape, a list of several questions, a video recorder, or a laptop.<br> | • Have supplies to show class members what they will need to carry out a real interview. These supplies could include a tape recorder with good batteries, a tape, a list of several questions, a video recorder, or a laptop.<br> | ||
• Prepare a list of good interview questions (see Appendix B). Make enough copies of this list to hand out to each member of the class.<br> | • Prepare a list of good interview questions (see Appendix B). Make enough copies of this list to hand out to each member of the class.<br> | ||
• Visit some Web sites about oral interviews to see what they contain, so you can discuss with the class what the best Web sites have to offer.<br> | • Visit some Web sites about oral interviews to see what they contain, so you can discuss with the class what the best Web sites have to offer.<br> | ||
• Give each student a piece of paper and pencil. Ask students to write down the name of someone they would like to interview and two open-ended questions they could ask that person.<br> | • Give each student a piece of paper and pencil. Ask students to write down the name of someone they would like to interview and two open-ended questions they could ask that person.<br> | ||
• Divide the class into groups of two. Tell each group they are going to practice interviewing one another. Ask them to come up with two open-ended questions to ask and then to interview each other for five minutes each.<br> | • Divide the class into groups of two. Tell each group they are going to practice interviewing one another. Ask them to come up with two open-ended questions to ask and then to interview each other for five minutes each.<br> | ||
• Ask the class to respond to the question “What keeps me from interviewing my family members?” Make a list of the responses, and then as a class discuss ways to overcome the identified obstacles. | • Ask the class to respond to the question “What keeps me from interviewing my family members?” Make a list of the responses, and then as a class discuss ways to overcome the identified obstacles. | ||