ORAL HISTORY WORKSHOP

Introduction

Oral History Workshop Overview

Objectives
Schedule
Attendance

Interviews

Icebreaker

Objective: To ease participants into the subject matter of the course.

Procedure:Have students pair off and interview one another. Have them introduce one another to the group at large. They may include the partner's job, something interesting or different about the person, and the partner's expectations for the course .

Time: Five minutes.

Oral History Handout

The One-Minute Guide to Conducting an Oral History
http://library.berkeley.edu/BANC/ROHO/1minute.html

Ascertain willingness of narrator to participate.
Research narrator's background; prepare and send outline.
Schedule appointments.
Obtain signed release agreement at first interview.
Tape-record interviews.
Get interviews transcribed.
Review transcript; then get narrator to review.
Deposit corrected transcripts, tapes, and release agreements in the appropriate
library, archives, or historical society.

The One-Minute Guide to Oral History Interviewing

Ensure that equipment is functioning properly.
Label tapes with names interviewer, narrator, date, tape number.
Take outline, photos, clippings to interview.
Obtain signature on release agreement.
Develop rapport but remain neutral.
Ask who, what, where, when, why, how.
Remain polite but firmly in control.
Listen carefully--and pursue new topics.
Use silence.
Ask for examples and anecdotes as illustrations.

Another Dimension Exercise

Objective:: To encourage participants to stretch their minds beyond their current capacities. (i.e. nurture creativity, cultivate imagination, transcend boundaries.) In interviewing, individuals will need to ask intelligent questions, figure out what equipment i s best, how to effectively research for a life history.
Procedure:: Provide each participant with six toothpicks (or similar items such as pencils or pens) of equal length.
Comment:: Most individuals will begin by laying the toothpicks on their work surface in various arrangements, resulting in perhaps two adjacent triangles sharing a common side, or a square divided into four non equilateral triangles (the two intersection toothp icks will not reach all the way from corner to corner, however.)
Key:: The key to successful completion of the task is to break out of one's natural tendency to think simply in two dimensions, and move into a new dimension-- the third. When this is done (or this clue is provided) most participants will be able to construct four equilateral triangles by creating a three-dimensional pyramid structure.
Three toothpicks will provide a triangle base while the remaining three run from a corner of the base to a peak.
Discussion Questions:: What factors limited your ability to solve this puzzle?; How can "thinking in a new dimension" help you solve future problems?
Materials Required:: Sufficient toothpicks for each participant (six for each participant).
Approximate Time:: Five Minutes.

Design a Decade Cognitive Organizer

Objective:: To create a metaphoric presentation of a decade for a review. Place students in groups of three.
Procedure:: Using the micro-skill of brainstorming, have each group of three contemplate the following chart by generating three words they associate with each decade. This is an initial focus activity. Books and other resources may be used.; Have each group choose one decade. Using the macro-processing skill of problem solving, students should use any and all resources necessary to research, gather and review information about their decades. Instruct the students to select 10 to 12 "sna pshots" or key elements from their decades.; Have students present their work to the group.
Discussion Questions:: How did you chose the pictures to represent each decade?; How might these snapshots assist in interviewing subjects?; How did you feel about this exercise? Was it worthwhile?
Materials Required:: Access to a library or history books. Access to a copy machine, scissors and glue.
Time:: 2 hours.

Other People's View Exercise

Objective:: To see a situation from another viewpoint.
Procedure:: Many thinking situations involve other people. What these other people think is just as much part of the situation as the factors, the consequences, the objectives, etc. Other people may have a very different viewpoint. Although they are in the sam e situation, they may look at things very differently. Being able to tell how other people are thinking and trying to see things from another person's viewpoint is important in interviewing.; Using a selection of documentaries clips, narrative passages, news interviews, and/or photographs as examples. Have the students take the perspective of one of the interviewees, characters, subjects and take notes from a chosen or specified viewpoint.
Discussion Questions:: Was it difficult to see other viewpoints?; Whose point of view is right if two point of view differ?; What are some indicators of another person's viewpoint?; Should your action be based on your own viewpoint or someone else's as well?
Time:: 15-20 minutes.

Tips for Interviewers Handout

http://library.berkeley.edu/BANC/ROHO/rohotips.html

An interview is not a dialogue. The whole point of the interview is to get the narrator to tell her story. Limit
your own remarks to a few pleasantries to break the ice, then brief questions to guide her along. It is not
necessary to give her the details of your great-grandmother's trip in a covered wagon in order to get her to tell
you about her grandfather's trip to California. Just say, "I understand your grandfather came around the Horn
to California. What did he tell you about the trip?"

Ask questions that require more of an answer than "yes" or "no." Start with "why," "how," "where," "what
kind of. . ." instead of "Was Henry Miller a good boss?" ask "What did the cowhands think of Henry Miller
as a boss?"

Ask one question at a time. Sometimes interviewers ask a series of questions all at once. Probably the narrator
will answer only the first or last one. You will catch this kind of questioning when you listen through the tape
after the session, and you can avoid it the next time.

Ask brief questions. We all know the irrepressible speech-maker who, when questions are called for at the
end of a lecture, gets up and asks five- minute questions. It is unlikely that the narrator is so dull that it takes
more than a sentence or two for her to understand the question.

Start with questions that are not controversial; save the delicate questions, if there are any, until you have
become better acquainted. A good place to begin is with the narrator's youth and background.

Don't let periods of silence fluster you. Give your narrator a chance to think of what she wants to add before
you hustle her along with the next question. Relax, write a few words on your notepad. The sure sign of a
beginning interviewer is a tape where every brief pause signals the next question

Don't worry if your questions are not as beautifully phrased as you would like them to be for posterity. A few
fumbled questions will help put your narrator at ease as she realizes that you are not prefect and she need not
worry if she isn't either. It is not necessary to practice fumbling a few questions; most of us are nervous
enough to do that naturally.

Don't interrupt a good story because you have thought of a question, or because your narrator is straying
from the planned outline. If the information is pertinent, let her go on, but jot down your questions on your
notepad so you will remember to ask it later.

If your narrator does stray into subjects that are not pertinent (the most common problems are to follow some
family member's children or to get into a series of family medical problems), try to pull her back as quickly as
possible. "Before we move on, I'd like to find out how the closing of the mine in 1935 affected your family's
finances. Do you remember that?"

It is often hard for a narrator to describe people. An easy way to begin is to ask her to describe the person's
appearance. From there, the narrator is more likely to move into character description.

Interviewing is one time when a negative approach is more effective than a positive one. Ask about the
negative aspects of a situation. For example, in asking about a person, do not begin with a glowing
description. "I know the mayor was a very generous and wise person. Did you find him so?" Few narrators
will quarrel with a statement like that even though they may have found the mayor a disagreeable person. You
will get a more lively answer if you start out in the negative. "Despite the mayor's reputation for good works,
I hear he was a very difficult man for his immediate employees to get along with." If your narrator admired
the mayor greatly, she will spring to his defense with an apt illustration of why your statement is wrong. If
she did find him hard to get along with, your remark has given her a chance to illustrate some of the mayor's
more unpleasant characteristics.

Try to establish at every important point in the story where the narrator was or what her role was in this event,
in order to indicate how much is eye-witness information and how much based on reports of others. "Where
were you at the time of the mine disaster?" "Did you talk to any of the survivors later?" Work around these
questions carefully, so that you will not appear to be doubting the accuracy of the narrator's account.

Do not challenge accounts you think might be inaccurate. Instead, try to develop as much information as
possible that can be used by later researchers in establishing what probably happened. Your narrator may be
telling you quite accurately what she saw. As Walter Lord explained when describing his interviews with
survivors of the Titanic, "Every lady I interviewed had left the sinking ship in the last lifeboat. As I later
found out from studying the placement of the lifeboats, no group of lifeboats was in view of another and each
lady probably was in the last lifeboat she could see leaving the ship."

Tactfully point out to your narrator that there is a different account of what she is describing, if there is. Start
out by saying, "I have heard . . ." or "I have read . . ." This is not to challenge her account, but rather an
opportunity for her to bring up further evidence to refute the opposing view, or to explain how that view got
established, or to temper what she has already said. If done skillfully, some of your best information can
come from this juxtaposition of differing accounts.

Try to avoid "off the record" information--the times when your narrator asks you to turn off the recorder
while she tells you a good story. Ask her to let you record the whole things and promise that you will erase
that portion if she asks you to after further consideration. You may have to erase it later, or she may not tell
you the story at all, but once you allow "off the record" stories, she may continue with more and more, and
you will end up with almost no recorded interview at all. "Off the record" information is only useful if you
yourself are researching a subject and this is the only way you can get the information. It has no value if your
purpose is to collect information for later use by other researchers.

Don't switch the recorder off and on. It is much better to waste a little tape on irrelevant material than to call
attention to the tape recorder by a constant on-off operation. For this reason, I do not recommend the stop-
start switches available on some mikes. If your mike has such a switch, tape it to the "on" position--the forget
it. Of course you can turn off the recorder if the telephone rings or if someone interrupts your session.

Interviews usually work out better if there is no one present except the narrator and the interviewer. Sometimes two or more narrators can be successfully recorded, but usually each one of them would have been better alone.

End the interview at a reasonable time. An hour and a half is probably the maximum. First, you must protect your narrator against over-fatigue; second, you will be tired even if she isn't. Some narrators tell you very
frankly if they are tired, or their spouses will. Otherwise, you must plead fatigue, another appointment, or no more tape.

Don't use the interview to show off your knowledge, vocabulary, charm, or other abilities. Good interviewers do not shine; only their interviews do.

Interviewing Role Play Exercise

Objective:: To a variety of interviewing experience in a safe environment.
Procedure:: Have students pair off and sit opposite one another. Hand out prepared script cards to each individual. Let students decide who will conduct the interview first. Give the first group a few minutes to get into character. Have them switch. Debrief as a large group.
Discussion Questions:: What was the most significant thing that happened in the interviews?; How did you handle the situation?
Materials Required:: Prepared cards that script the individual to act in a certain manner during the interview. Some cards may require the interviewee to act talkative, silent, abrasive, etc.
Time:: 15-20 minutes.

Interviewing in Teams Lecture

Topics

Prioritize
Resources
Checklist
Communication

First Important Priorities (FIP) Exercise

Objective:: To find consensus in group priorities and come up with a checklist.
Procedure:: Jigsaw by interest groups as evenly as possible. Have all groups brainstorm what things are important in conducting the interviews and rank them in order of priority. Debrief in large group.
Discussion Questions:: How did you choose priorities?; Were all priorities obvious?; When is it most useful to find priorities?
Time:: 10 minutes.

Timeline Planning

Objective:: To come up with a timeline to complete the interviewing project.
Procedure:: Using start and end dates, estimate the time needed to do research, get equipment, contact interviewee, find transportation, write up project.
Discussion Questions:: Did you find that there were things that could be done at the same time?; How was time estimated?
Time:: 15 minutes.

13 pieces Communication

Objective:: To focus attentive listening.
Procedure:: Divide the class into Group 1 and Group 2. Match partners by counting off 1, 2, 1, 2 ... Hand out envelopes according to group number.; Group 1: Your task is to describe the assigned figure to your partner. Your partner must sit back to back with you and may not see your sketch, or (b) talk with you. Your partner must reproduce your sketch using your instructions. You will have fiv e minutes.; Group 2: Your task is to sketch a figure as instructed by your partner. You may not talk to your partner or see the original. You will have five minutes.; Monitor the groups for five minutes. If more time is needed, give it out.
Discussion Questions:: What do they do when they are unsure about a situation?; What was easy to do?; What was difficult in the task?; What have they learned from doing this task?; Where could they use this information?; How would it help?
Materials Required:: A selection of 13 construction paper shapes in an envelope for each member of Group 1. A map of the arrangement of shapes in a second envelope for each member of Group 2.
Time:: 10-15 minutes.

Appendix

(city) ______________________________________
(state, county) _______________________________
Date ______________________________________

Informed Consent

1. I hereby agree to participate in an interview in connection with the oral history project known as
_________________________.

2. The interview will be audio-taped, and in it I will be identified by name. I will also be identified by name in any transcript (whether verbatim or edited) of such interview.

3. I understand that the interview will take approximately two hours and that I can withdraw from the project without prejudice prior to the execution and delivery of a deed of gift, a form of which is attached hereto. In the event that I withdraw from th e interview, any tape made of the interview will be either given to me or destroyed, and no transcript will be made of the interview.

4. Subject to the provisions of paragraph 5 below, I understand that, upon completion of the interview, the tape and content of the interview belong to ____________________, and that the information in the interview can be used by ________________________ _ in any manner it shall determine, including, but not limited to, use by researchers in presentations and publications.

5. Any restrictions as to use of portions of the tape will be edited out of the final copy of the transcript.

6. I understand that at the conclusion of this particular study and upon signing the deed of gift, the tape and one copy of the transcript will be kept at _____________________ for scholarly use.

Interviewer ______________________________________________

Interviewee signature ______________________________________
Address ________________________________________________
_______________________________________________________
_______________________________________________________
Phone number ____________________________________________

Oral History Questions

http://www.rootsweb.com/~genepool/oralhist.htm

What is your full name and why were you named it?
Were you named after somebody else?
Did you have a nickname as you were growing up?
If you did, what was it and why did they call you that?
Have you had other nicknames as an adult?
What do family members call you now?
Where were you born and when?
Do you remember hearing your grandparents describe their lives? What did they say?
Do you remember your great-grandparents? What do you know about them?
Who was the oldest person you can remember in your family as a child? What do you remember about them?
Do you remember your family discussing world events and politics?
Was there a chore you really hated doing as a child?
What would you consider to be the most important inventions that have been made during your lifetime?
How is the world now different from what it was like when you were a child?
What kinds of books did you like to read?
Do you remember having a favorite nursery rhyme or bedtime story? What was it?
Do you ever remember not having enough food to eat because times were hard for your family?
What were your favorite toys and what were they like?
What were your favorite childhood games?
What were your schools like?
How did you get to school?
What was your favorite subject in school and why?
What subject in school was always the easiest for you?
What was your least favorite subject in school and why?
Who was your favorite teacher and why were they special?
How do your fellow classmates from school remember you best?
What school activities and sports did you participate in?
Did you and your friends have a special hang-out where you liked to spend time?
Where was it and what did you do there?
Were you ever given any special awards for your studies or school activities?
How many years of education have you completed?
Do you have a college degree? If so, what was your field of study?
Did you get good grades?
Did you like school?
What did you like the most and the least about it?
What did you usually wear to school? Describe it?
Were there any fads during your youth that you remember vividly?
How old were you when you started dating?
Do you remember your first date? Describe the circumstances?
Name a good friend that you have known for the longest period of time? How many years have you been friends?
Has there ever been anyone in your life that you would consider to me your kindred spirit or soul mate?
If so, who were they and why did you feel a special bond to them?
How did you meet the person that you would later marry? Describe them?
Do you remember where you went on the first date with your spouse?
How long did you know them before you got married?
Describe your wedding proposal.
When and where did you get married?
Describe your wedding ceremony. Who was there?
Did you have a honeymoon? If so, where did you go?
How would you describe your spouse? What do (did) you admire most about them?
How long have you been married (or were you married)?
What wise advice would you give to a grandchild on their wedding day?
How did you find out that you were going to be a parent for the first time?
How many children did you have all together?
What were their names, birth dates and birthplaces?
Do you remember anything that your children did when they were small that really amazed you?
What is one of the most unusual things that one of your children did regularly when they were small?
What was the funniest thing you can remember that one of your children said or did?
If you had it to do all over again, would you change the way you raised your family? How?
What did you find most difficult about raising children?
What did you find most rewarding about being a parent?
Did you spoil any of your children? How?
Were you a strict or lenient parent?
Did you find that you had to treat each of your children differently? If so, why?
How did you first hear that you were a grandparent and how did you feel about it?
What advice do you have for your children and grandchildren?
As a child, what did you want to be when you grew up?
What was your first job?
What kinds of jobs have you had?
How did you decide on your career?
Did you make enough money to live comfortably?
How long did you have to work each day at your job?
How old were you when you retired?
What were the hardest choices that you ever had to make? Do you feel like you made the right choices?
Who was the person that had the most positive influence on your life? Who were they and what did they do?
Is there a person that really changed the course of your life by something that they did?
Who were they and what did they do?
Do you remember someone saying something to you that had a big impact on how you lived your life?
What was it?
How would you describe yourself politically?
Are you Conservative or Liberal and why?
What wars have been fought during your lifetime? How did you feel about them?
If you served in the military, when and where did you serve and what were your duties?
If you served in the military, were you ever injured in the line of duty?
What were the circumstances and what were your injuries?
What U.S. President have you admired the most and why?
As you see it, what are the biggest problems that face our nation and how do you think they could be solved?
How tall are you?
What color was your hair as a young child and then as an adult?
What color are your eyes?
Where have you lived as an adult? List the places and the years that you lived there.
Why are you living where you are today?
Do you wish you lived somewhere else (If so, where would it be)?
Describe your general health.
What major illnesses or health problems do you remember having?
Do you have any health problems that are considered hereditary in nature? If so, what are they?
What do you do regularly for exercise?
Do you have any bad habits now or in the past? What were they?
Have you ever been the victim of a crime? What happened?
Have you ever been in a serious accident?
Has anyone ever saved your life? Describe.
Have you ever saved anyone else's life? Describe.
Have you ever been hospitalized? If so, what for?
Have you ever had surgery? If so, what for?
If you could change something about yourself, what would it be?
Have you ever had an experience that you would consider to be super-natural or psychic? Did you ever know something was going to happen before it actually did? What was it?
What do you usually dream about?
What church, if any, do you attend regularly?
Describe your religious beliefs.
Do you believe in an after life?
What was the most stressful experience that you ever lived through? What helped you get through it?
What is the scariest thing that has ever happened to you personally?
What kinds of musical instrument(s) have you learned to play?
Would you consider yourself creative?
What things have you made that others have enjoyed?
How would you describe your sense of humor?
What is the funniest practical joke you ever played on anyone?
What activities have you especially enjoyed as an adult?
What are your hobbies?
What did you like to do when you were not working?
What is the most amazing thing that has ever happened to you?
What is the most embarrassing thing that has ever happened to you?
Have you ever met any famous people? Describe what happened.
What organizations and groups have you belonged to?
Have you ever won any special awards or prizes as an adult? What were they for?
Describe a time and place when you remember feeling truly at peace and happy to be alive.
Where were you and what were you doing?
What is the most beautiful place you have ever visited and what was it like?
What is the longest trip that you have ever gone on? Where did you go?
What has been your favorite vacation? Where did you go and why was it special?
What was the favorite place you ever visited and what was it like?
What pets have you had?
Do you have a favorite story about a pet? What is it?
Is there anything you have always wanted to do, but haven't?

FAVORITES

What is your favorite style of music?
What is your favorite musical instrument?
Who is your favorite musical group?
What is your favorite song?
Who is your favorite singer?
Who is your favorite movie star?
What is your favorite movie?
Who is your favorite artist?
What is your favorite painting?
Who is your favorite poet?
What is your favorite poem?
What is your favorite TV program?
Who is your favorite author?
What is your favorite book?
What is your favorite season?
What is your favorite tree?
What is your favorite flower?
What is your favorite holiday?
What is your favorite color?
What is your favorite sport?
Who is your favorite athlete?
What is your favorite animal?
What is your favorite meal?
What is your favorite fruit?
What is your favorite vegetable?
What is your favorite candy?
What is your favorite cookie?
What is your favorite drink?
What is your favorite restaurant?
What is your favorite flavor of ice cream?
What is your favorite board game?
What is your favorite card game?

IF YOU HAD TO PICK A LABEL FOR YOUR FAMILY MEMBERS (your spouse, children, parents, grandparents, brothers, sisters, aunts & uncles, cousins), WHO BEST FITS THE FOLLOWING DESCRIPTIONS? The best cook; The hardest-worker; the quietest; the best memory; the best gardener; the funniest; the best-looking; the animal lover; the most politically-active; the most mischievous; the calmest; the most athletic; the most intelligent; the most educated; the best career; the most creative; the wildest lifestyle; the most sociable; the biggest tease; the best housekeeper; the most reclusive; the most colorful; the most relaxed; the most frugal; the most generous; the tallest; the shortest; the best story-teller

Selected Oral History Bibliography

Allen, Barbara. 1979. "The Personal Point of view in Orally Communicated History." Western Folklore 38: 115.

Allen, Barbara. 1987. Homesteading the High Desert. Salt Lake City: University of Utah Press.

Baum, Willa K. 1987. Oral History for the Local Historical Society. Stockton, CA: Conference of the California Historical Society.

Baum, Willa K. 1980-81. "Therapeutic Value of Oral History." International Journal of Aging and Human Development 12, no. 1: 49-53.

Baum, Willa K. 1991. Transcribing and Editing Oral History. Nashville, TN: American Association for State and Local History.

Benmayor, Rina and Andor Skotnes, eds. 1994. Migration and Identity: International Yearbook of Oral History and Life Stories, Volume III. Oxford: Oxford University Press.

Bertaux, Daniel and Paul Thompson, eds. 1993. Between Generations: Family Models, Myths and Memories: International Yearbook of Oral History and Life Stories, Volume II. Oxford: Oxford University Press.

Blatti, Jo. 1990. "Public History and Oral History." Journal of American History 77, no. 2: 615-26.

Blatz, Perry K. 1990. "Craftsmanship and Flexibility in Oral History: A Pluralistic Approach to Methodology and Theory." Public Historian 12: 7-22.

Bodnar, John. 1996. "Generational Memory in an American Town." Journal of Interdisciplinary History 26, no. 4: 619-37.

Bodnar, John. 1989. "Power and Memory in Oral History: Workers and Managers at Studebaker." Journal of American History 75, no. 4: 1201-21.

Bodnar, John. 1982. Workers' World. Baltimore, MD: Johns Hopkins University Press.

Buhle, Paul. 1981. "Radicalism: The Oral History Contribution." International Journal of Oral History 2, no. 3: 205-15.

Di Leonardo, Micaela. 1987. "Oral History as Ethnographic Encounter." The Oral History Review 15: 1-20.

Dunaway, David K. And Willa K. Baum, eds. 1996. Oral History: An Interdisciplinary Anthology. 2nd edition. Nashville, TN: American Association for State and Local History.

Evans, George E. 1987. Spoken History. London: Faber and Faber.

Felt, Thomas. 1976. Researching, Writing and Publishing Local History. Nashville, TN: American Association for State and Local History.

Fletcher, William. 1987. Recording Your Family History: A Guide to Preserving Oral History with Video Tape, Audio Tape, Suggested Topics and Questions. New York: Dodd, Mead and Co.

Frisch, Michael. 1990. A Shared Authority: Essays on the Craft and Meaning of Oral and Public History. Albany, NY: SUNY Press.

Georges, Robert A. and Michael Owen Jones. 1980. People Studying People: The Human Element in Fieldwork. Berkeley and Los Angeles, CA: University of California Press.

Gluck, Sherna, and Daphne Patai, eds. 1991. Women's Words: The Feminist Practice of Oral History. New York: Routledge.

Graham, Laurie. 1995. On the Line at Subaru-Isuzu: The Japanese Model and the American Worker. Ithaca and London: Cornell University Press.

Grele, Ronald J. 1990. Envelopes of Sound: The Art of Oral History. Revised edition. Westport, CT: Meckler.

Grele, Ronald J. 1991. "Useful Discoveries: Oral History, Public History, and the Dialectic of Narrative." Public Historian 13, no. 2: 61-85.

Hareven, Tamara K. 1978. "The Search for Generational Memory: Tribal Rites in Industrial Society." Daedalus 107, no. 4: 137-49.

Henige, David. 1982. Oral Historiography. New York: Longman.

Hoopes, James. 1979. Oral History: An Introduction for Students. Chapel Hill: University of North Carolina Press.

Hoskins, Janet A. 1985. "A Life History from Both Sides: The Changing Poetics of Personal Experience." Journal of Anthropological Research 41, no. 2: 147-69.

Ives, Edward. 1980. The Tape-Recorded Interview: A Manual for Field Workers in Folklore and Oral History. Knoxville, TN: University of Tennessee Press.

Jeffrey, Jaclyn, and Glenace Edwall, eds. 1994. Memory and History: Essays on Remembering and Interpreting Human Experience. Lanham, MD: University Press of America.

Jolly, Brad. 1982. Videotaping Local History. Nashville, TN: American Association for State and Local History.

Joyner, Charles. 1979. "Oral History as a Communicative Event: A Folkloristic Perspective." The Oral History Review 7: 47-52.

Kammen, Carol, ed. 1996. The Pursuit of Local History: Readings on Theory and Practice. Walnut Creek, London, New Delhi: AltaMira Press (in association with the American Association for State and Local History).

Kane, Lucile M. 1972. A Guide to the Care and Administration of Manuscripts. Nashville, TN: American Association for State and Local History.

Lanman, Barry A., and George L. Mehaffy. 1989. Oral History in the Secondary School Classroom. Los Angeles, CA: Oral History Association.

Leydesdorff, Selma, Luisa Passerini and Paul Thompson, eds. 1996. Gender and Memory: International Yearbook of Oral History and Life Stories, Volume IV. Oxford: Oxford University Press.

McMahan, Eva. 1989. Elite Oral History Discourse: A Study of Cooperation and Coherence. Tuscaloosa, AL: University of Alabama Press.

McMahan, Eva and Kim Lacy Rogers, eds. 1994. Interactive Oral History Interviewing. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

Mercier, Laurie and Madeline Buckendorf. 1992. Using Oral History in Community History Projects. Los Angeles, CA: Oral History Association, Pamphlet No. 4.

Milich, Zorka. 1995. A Stranger's Supper: An Oral History of Centenarian Women in Montenegro. New York: Twayne Publishers.

Montell, W. Lynwood. 1981. The Saga of Coe Ridge: A Study in Oral History. Knoxville, TN: University of Tennessee Press.

Montell, W. Lynwood and Barbara Allen. 1981. From Memory to History: Using Oral History Sources in Local Historical Research. Nashville, TN: American Association for State and Local History.

Moore, David L. 1990. "Between Cultures: Oral History of Hmong Teenagers in Minneapolis." Vietnam Generation 2, no. 3: 38-52.

Morissey, Charles T. 1985. "Oral History and the Boundaries of Fiction." Public Historian 7, no. 2: 41-46.

Munck, Ronnie and Bill Rolston. 1985. "Oral History and Social Conflict: Belfast in the 1930s." The Oral History Review 13: 1-21. [Errata to this article, Vol. 14 (1986): 115].

Myerhoff, Barbara. 1979. Number Our Days: A Triumph of Continuity and Culture Among Jewish Old People in an Urban Ghetto. New York, NY: Simon and Schuster.

Nathan, Harriet. 1986. Critical Choices in Interviews: Conduct, Use, and Research Role. Berkeley, CA: Institute of Governmental Studies.

Neuenschwander, John. 1986. Oral History and the Law. Los Angeles, CA: Oral History Association.

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