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Blog: Publications Committee in the Digital Age…

Post written by Doug Lambert,

In Oklahoma last fall the OHA publications committee welcomed Douglas Lambert as its new chair.  Three new committee members (Molly Rosner, Jeff Corrigan, Teresa Barnett) were added for a three year term, joining Nancy Berlage, Nick Meriwether, and Lambert. Our new group has already been active over email and conference calls addressing the items outlined in the committee’s updated charge.  Activities for this year will include more engagement in the OHA’s blog, an exploration of how we can embrace open access journals like the University of Michigan’s Oral History in the Digital Age (OHDA) website, consideration of a new print pamphlets, and a reevaluation of the committee’s own identity in the context of a reduced emphasis on print in the digital era.  The group has members with between 5 and 30 years’ experience with oral history and OHA and we enter 2014 with great enthusiasm.  We also plan to develop some internal discussions that are philosophical in nature, and hope to extend the discussion into the OHA blogosphere!

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Blog: Oral History Cultural Exchange to France

Post by Mark Cave, Senior Curator and Oral Historian, The Historic New Orleans Collection

This month the International Committee’s blog has been written by Mark Cave, Senior Curator and Oral Historian at The Historic New Orleans Collection about his experience as part of an exchange program in France.  He hopes to have a more detailed report about this experience at the annual meeting later this year.

This January I had the chance to travel to Paris as part of an exchange program between my institution The Historic New Orleans Collection and the Ecole nationale des Chartres. The Ecole nationale des chartres is one of the world’s leading institutions in the training of archivists and librarians, and for the first time in its nearly 200 year history is offering oral history as part of its curriculum.  The course is taught by oral historian Florence Descamps, author of the monumental 864 page L’historien, l’achiviste et la magnetophone (Paris, 2001).

One of the purposes of my visit was to make contact with French oral historians and talk with them about their work.  I had read Paul Thompson’s article “The New Oral History in France” (Oral History Volume 8, No. 1, Spring 1980).  The article provides a great overview of the important work done in France in the 1970s, but there is little available about work done since that time.  The fact that there is no professional society in France which is devoted solely to Oral History may explain why the international community is largely unaware of the extent of the work being done in France.

Myriam Fellous-Sigrist, who is doing very important work with French railway workers, was a tremendous help in introducing me to the oral history work being done in France today, and providing introductions to other oral historians.  Myriam, Florence Descamps, and ethnologist and curator Véronique Ginouvés organized (for my benefit) the recent and current work in France into five different themes: 1. war and conflicts, 2. social history, 3. industry and towns, 4. parks and countryside, and 5. finance and institutional history.  They provided me with particular projects and contact information for individuals throughout France working on projects related to these themes.

Another person who was a great help was Hilary Kaiser, and American expat who taught at The University of Paris for forty years.  She has done a great deal of work on topics related to World War II; in particular life story interviews with French women who married American GI’s and moved to America; and also with American GI’s who married French women and settled in France.  She has published a number of books based on these interviews including French War Brides in America and Souvenirs de Vététrans.   Oral history work documenting the occupation and resistance movement in France during WWII is perhaps the most pervasive theme in French oral history.  Hilary introduced me to a few of the many institutions which archive interviews on that topic most notably the Mémorial de Caen and the Centre d’histoire de la résistance et de la deportation de Lyon.

I also had the chance to see some really innovative uses of oral history in museum programs.  The Musée de l’Immigration featured some very creative uses of oral history in their exhibition galleries.  At the center of their permanent exhibit were six large glass panels.  Each panel showed a video of a silhouette figure packing a suitcase.  The figures would walk on and off the individual screens sometimes stopping to consider an item that they were packing.  Then as each figure finished packing they would stand up with their suitcase in hand.  Then the silhouette transformed into an image of a recognizable individual immigrant with their name and where they were from noted on the screen.  At that point you begin to hear individual excerpts from oral history interviews and images that accompany the excerpts begin to scroll across the glass panels. The presentation is impactful, and definitely makes the oral history excerpts the visual and conceptual center of the exhibition, which is often hard to achieve in exhibit installations.

Unfortunately, I only can touch on my experience peripherally here.  But in summary, I found that although there seems to be a lack of international awareness of their work, the French are doing some very innovative and substantial work in oral history.

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Blog: Empathy: The Real Common Core

Blog by Cliff Mayotte, OHA Education Committee

“There’s so much to a person we don’t see on first glance that helps define them, and once we hear their story its like they become a different person.” – Student, 826 Chicago

Why don’t we use the word “love” very often as a vital component in teaching and learning? Occasionally, we educators will reference “emotional intelligence” as a way for students to activate prior knowledge or access information, but rarely do we leverage the power of love and empathy as means for students and teachers to learn together. These sensations develop the skills and habits of mind not only related to new Common Core standards, but more importantly lead to, as oral historian Allesandro Portelli describes, a “mutual sighting” between two people. This process of mutual sighting is directly connected to nurturing empathy, civic engagement, identification as a global citizen, and dare I say it, increased capacity for love and understanding. Who knew that the real Common Core was empathy?

We can use the oral history process to explore the connections between empathy and the skills emphasized in the new Common Core standards, and then go even further. As an oral history educator, I have experienced countless times being in the presence of students and teachers actively engaged in each other’s stories—enjoying moments of connection and community in ways that make empathy and compassion palpable. But there is a third thing at work in these moments. Simply put, I would describe it as feelings of love and human connection, which is relatable to, but certainly goes far beyond, what has been adopted as “Common Core.” It takes the best impulses of these standards and explodes them to embrace the idea of global citizenship, providing insight into the question, “What kind of person do I want to be in the world?”

Surely these experiences have a place in our learning communities. The communication skills inherent in conducting oral history bear this out. Active listening, non-judgment towards narrators, and a willingness to see and be seen create an environment that is nurturing, questioning, and democratic. It’s not too big a leap for us to see this idea writ large—in our schools, communities, and beyond. This approach, this kind of oral history-fueled “mutual sighting,” has the capacity to enter contested personal or community space and flourish, even in the midst of seemingly insurmountable social conditions. In fact, I believe that they flourish as a result of acknowledging them, not trying to making them disappear. Active listening, empathy, and compassion are key components of an oral history classroom, and are directly connected to curiosity, critical thinking, analysis, research, and literacy building. These skills are in turn connected to Common Core standards for Speaking and Listening, Language, and Reading History. This approach is a coherent and holistic way for educators to interpret the new standards, while serving as a powerful reminder to us about of the kinds of people we strive to be in the world.

Cliff Mayotte is the Education Program Director for Voice of Witness

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Blog: Annual Meeting Scholarships

post by Leslie McCartney, International Committee Web Liaison

The Oral History Association’s annual meeting will be held in Madison, Wisconsin from October 8-12, 2014. Each year the International Committee offers scholarships to international presenters for the annual meeting. We encourage applications from a diverse population of people who might contribute to the association’s annual meeting.  We welcome scholarship applications from students, professionals, and community practitioners. Scholarship applications for the 2014 annual meeting will be posted on the website in January.  For presenter scholarships, papers must demonstrate superior oral history methodology and research to qualify for a scholarship. For non-presenter scholarships, funded applications will demonstrate how attending will benefit the recipient AND how such attendance would further oral history among a particular community or audience. Please read the instructions carefully and complete the application as fully as possible within the word limits indicated. Each year we offer between 5-8 scholarships. Scholarships can only be received once. For more information, visit: Please direct any scholarship related questions to

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Blog: IOHA 18th Conference

Post by Leslie McCartney, International Committee Web Liaison

This year, the International Oral History Association’s 18th Conference will be held in Barcelona Spain on July 9-12, 2014.  The conference theme is ‘Power and Democracy:  the many voices of Oral History’.

From the IOHA website:

The force of democracy as well as the resistance it has met has prompted oral history projects around the world.  Interviews with advocates of change have supplemented and supplanted archives of discredited regimes. Oral histories have documented social and political upheavals, reform movements and reactions.  Oral history have revealed the effects of power relationships that exist between citizens and their governments, workers and employers, students and teachers, and the layers within institutions, communities and families.  As a democratic tool, oral history records and preserves the memories, perceptions, and voices of individuals and groups at all levels and in all endeavors, but that raises questions about what to do with these interviews and how to share them with the people and communities they reflect.  As noted above, ‘Power and democracy’ will be the theme of the IOHA’s meeting in Barcelona, with the sub-themes:

  • Archives, Oral Sources and Remembrance
  • Power in Human Relations
  • Democracy as a Political Tool
  • Oral Sources and Cultural Heritage
  • New Ways to Share Our Dialogue with the Public





The IOHA website also notes that ‘over 400 submissions were received … which pointes to a high level of scientific excellence.’


Further information about the conference can be found at:

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Blog: Workshop at St. Anne’s School

Post by Rachel F. Seidman, Associate Director, Southern Oral History Program

In March of last year, Lisa Nagel, Head of St. Anne’s School in Annapolis, Maryland, invited Felice Belman, then Editor in Chief of the Concord Monitor newspaper, and me to lead a workshop on interviewing, historical research and oral history.  The eighth grade students at this small, intimate private school were being put in charge of a significant project—preparing a history of their own school for it’s twentieth anniversary.  Although many schools don’t have the resources, the small class size or the flexible curriculum to allow for this in-depth project, nevertheless the workshop provided a case study for the kind complex historical lessons that can be conveyed and the intellectual engagement garnered when students are asked to take on an oral history project.

The two classroom teachers and half a dozen students (several were out sick due to the flu going around the school that month) had set aside an entire school day for our workshop.  We spent the morning talking about how they would approach their background research on the school.  We talked about what a primary source is, and how one can learn from them.  Archival boxes, arranged by year and filled with school newsletters, annual reports, and special event advertisements, were brought into the classroom for the students to study.  Each student received a box, and had time to look through it, take notes, and report back on what she had found. The students were enthralled—completely silent, until one would burst out in laughter at a photograph or simply have to share a particularly juicy tidbit with her neighbor.  We spent time discussing their findings. But even more important was the time we spent discussing how history is created—who chose what went in those boxes?  Would you choose the same things?  What are you NOT likely to find in these boxes that might be important to understanding the history of the school?  These boxes were organized chronologically—what would be different ways of organizing them?  How might that change what you noticed?

We spent the afternoon talking about interviewing and oral history.  We asked the students to think about where and when they have seen interviews, and what kinds of interviews they can think of.  TV and movie portrayals of attorneys dominated their responses, as well as locker room interviews with athletes.  Some also mentioned job interviews.  Having an oral historian teaching in tandem with a journalist provided us, the teachers, and the students with a fascinating dialogue on the similarities and differences between the types of interviews that journalists do, and the life history approach to which the Southern Oral History Program generally adheres.  We talked about the purposes of each one, and how that shapes the form it takes.  And we asked the students to think about what they wanted to accomplish, and how they might approach their own interviews for this project.

Finally, we gave them a training on oral history interviews.  We worked with the students on an interview guide in preparation for an interview with the Head of School, Ms. Nagel.  We talked about the differences between “narrative” questions that ask a person to describe an event or an experience; “lyrical” questions that ask her about her emotions at the time, and “reflective” questions that ask her to look back on the event and reflect on its importance.  They prepared some of each kind, and we practiced asking follow-up questions in order to pull more from the narrator.  Then came their favorite part—interviewing their Principal.  Each student got a chance to ask a few questions, and we audio taped the entire thing.  Afterward, we excused Ms. Nagel and talked about how it went, what they learned, and what they still wanted to know.

As a result of their work, the students later produced a history of their school for the anniversary.   While not all schools can replicate the amazing student-teacher ratio or the level of commitment from school administrators, it is clear involving students in planning for school anniversaries and teaching them the methods of oral history can be a great way to show them the art and the applicability of historical research.

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Blog: Dismantling the Barriers that Exclude: Lessons in how students react to challenging stories

By Katie Kuszmar 

I teach at a high school in San Jose, and we recently had the opportunity to meet Father Greg Boyle, who started Homeboy Industries in East Los Angeles. Homeboy Industries is a very successful intervention and rehabilitation program for “homies” who want out of gangs. We read Boyle’s bestselling memoir, Tattoos on the Heart as a school, and he visited in October with Laura and Francisco, two married homies, who happened to be rival ex-gang members. Boyle contends that the reason why people join gangs is that they have suffered loss, and are running away from that loss.

As they walked up to the podium to face a dead-silent audience, Francisco and Laura personified this loss. Laura began her story by telling us that she witnessed a murder when she was nine years old, which triggered a progressively traumatic childhood. Francisco told us that he also witnessed a murder during his adolescence, which exacerbated an unbelievably abusive familial situation. Not until after he got out of jail as an adult, did Francisco hear the words, “I am proud of you.” Boyle was the first to tell him. As if in a narrative dance, Boyle then provided mystical reflections that helped to engage our sense of kinship in the midst of witnessing such struggle.

Boyle always brings a few homies to his public engagements because their stories are the center of his message, as he explains in Tattoos on the Heart: “If there is a fundamental challenge within these stories, it is simply to change our lurking suspicion that some lives matter less than other lives.” Boyle contends that after homies tell their stories, they inevitably realize that their lives matter, especially when the audience enthusiastically applauds for them. Despite the standing ovation that the students offered at the assembly, some students didn’t quite know what to do in the intimate presence of Laura and Francisco’s loss.

After the assembly, Father Boyle, Laura and Francisco came to a dinner that the school hosted for them and some of our student leaders, who were working locally on gang prevention mentoring programs. As we sat down to eat, I glanced over at the table where Laura and Francisco were sitting with a small group of students, and there was minimal conversation. The barriers of discomfort seemed to be growing between their dinner plates. Eventually, there was complete silence between them. I cringed. Laura and Francisco looked uncomfortable as the main characters in that day’s narrative focus. They eventually pulled out their phones to check in on their small children back at home.

As an oral history educator, I was perplexed by my students’ silence; however, this momentous post-narrative dynamic is not new to me. The stories that they told hours before the dinner put a human face on gang violence. Though the students at their table were not conducting a proper oral history interview, the challenge of Laura and Francisco’s stories somehow disengage the students, right at a moment when it seemed like it was the students turn to be vulnerable. To make matters more complicated, some other students not sitting at their dinner table ran up to them right before they left and asked, “Can we interview you for our oral history class on Skype?” Their desire to communicate on Skype was a very telling observation. In their oral history class, their teacher often conducts class interviews via Skype as a way to diversify their practice. In this case, I think the request to Skype evidences their interest to keep talking, but it also allowed them to avoid reacting to the reality of the stories that so challenged them.

The reason why I love oral history education is because students get the chance to practice plugging in to the human connection right before them. It encourages them to practice being present and obliges teachers to help them figure out how to react with compassion, engaging in the moment when the narrative is exposed. It would seem that when a narrator bears her soul, the listener/interviewer would be encouraged to warm up in mere gratitude, but the truth of the matter is, as many oral historians know, it isn’t easy to react. In this instance, though not exactly an oral history interview but close in context, my students didn’t have the capacity to grapple with climactic narrative in a timely matter, and I didn’t anticipate a lag time. I imagine that some of the lagging was exacerbated because the homies’ reality was either so disparate from their own safe childhoods or too close to home.

The exposure to raw narrative that often occurs in oral history interviews, especially at highly climactic moments of human struggle, impels students to figure out how to react to the narrator when the story gets intense. There is a great balancing act to consider in oral history education as far as “creating safe spaces” (as Cliff Mayotte, the Voice of Witness Education Program Director, calls it). Creating safe spaces can be a vital entry point to learning for many students who have access to stories that break silences of harsh realities. It is important to pay attention to the lag times and disengagement that might occur in our students’ projects, thus we need to revise our lessons in all the stages of oral history education to help our students figure out how to, “dismantle the barriers that exclude,” as Boyle says, even if the barriers are unintentional.


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Blog: International Committee reflections on 2013 Annual Meeting pt 2

By Leslie McCartney, International Committee Web Liaison

Over the next couple of months we will feature comments from recipients of this year’s OHA scholarships as designated by the Oral History Association’s International Committee. This month we feature comments by:

Marica Šapro-Ficović, PhD. (Public Library Dubrovnik, Dubrovnik, Croatia)
Paper Title: Oral History Shows Vibrant Life in Libraries Under War Conditions in Croatia: 1991-1995

After the completion of my research about the life of libraries under siege in Homeland war in Croatia 1991-1995, I was eager to share my experience in conducting oral history research with other oral historians. Unfortunately I didn’t have opportunity to find them in Croatia, particularly within library and information science. Though I worked hard for 6 years to collect interviews all over the country, and obtained outstanding results, I lacked knowledge about the work of other oral historians. I was wondering if the problems in conducting oral history research happened to me solely or if those were common problems.

Then I was given a fantastic opportunity to obtain the OHA international scholarship – thank you OHA- and to present my research at the Annual Meeting.

The question that followed the presentations of my session, related to the curation of oral history records, reminded me of the urgency of depositing my research materials in the Memorial and Documentation Center of Homeland War in Zagreb. However, this discussion as well as some other talks and round tables, provoqued my thoughts about the management of archival records and legal and ethical issues concerning donnations. It’s very important side of oral history research, that I wasn’t fully aware before this conference.

At the OHA AM I experienced three things that I found highly beneficial:

1) This is the first time that I have opportunity to present the results of my oral history research at the conference that had presentations of oral history researchers. Naturally, I had some trepidation, but met with great understanding;
2) This was an occasion for me to meet with people from number of countries that shared my interest in oral history research. Main thing that struck me is their enthusiasm.
3) I gathered the number of ideas for further research and other presentations;
All in all I found this conference as a great place to get assurance and make new friends.

Read the first of this blog series here.

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Blog: International Committee reflections on 2013 Annual Meeting

By Leslie McCartney, International Committee Web Liaison

Over the next couple of months we will feature comments from recipients of this year’s OHA scholarships as designated by the Oral History Association’s International Committee.  This month we feature comments by:

Peili Yin, China (Peking University, China)

Paper Title: Review on Mainland China Research of Oral History in Libraries

Abstract:  As far as Mainland China is concerned, the research of oral history in libraries is still at its beginning stage. Until now, there still have not been any books published, while the number of published articles is also relatively less, only 41.
In the year 2000, the first article was published in the Library Journal Shanghai Library.  Compared to America, it’s more than 30 years later must be noted that a large amount of articles (take the percentage of 43.9%) were written by librarians of Shantou University Library, which is the first library in Mainland China carry out oral history with the support of Li Ka Shing Foundation.
The most important is that the research theme is also very narrow.  Almost half of the articles were on the importance and feasibility of oral history in libraries.  The oral history management problems especially cataloging, digitizing, laws and ethics were little discussed.  Researchers and librarians should pay more and more attention to them.

Peili’s Comments:
It’s really a pleasant experience for a student from China to attend the OHA. Even today, I still feel unrealistic for having made such a successful presentation. It should be a dream, but it really came true.
I’m happy to see that through my presentation, oral history in libraries of Mainland China was introduced which also aroused the interest of foreign scholars and practitioners. It was indeed a good chance to exchange and interact from a global view.
The colorful kinds of workshops, roundtables and sessions enriched my knowledge of oral history, especially in the law issue and cataloguing which is still very weak in Mainland China.
For a beginner in oral history, it’s so lucky to meet so many outstanding scholars, such as Donald Ritchie, John A. Neuenschwander and Nancy Mackay. Their books are very popular in China.   After all, I enjoy the journey. And now I’m a member of OHA.

Haweiya Egeh, (Wood Green Community Services, Toronto, Canada)

Paper Title:  Forced Migration and Settlement:  A History of the Somali community in Toronto, Canada

Abstract:  The Somali community is one that is maturing within Canada and the city of Toronto.  After about 20 years in Canada, I believe the time is right to document the immigration and settlement experience of the 1st generation, as well as the different yet similar experiences of the youth (2nd generation Canadians).  This is especially important in Toronto given that there has been a glut of violent incidents with young Somali men which have cast a negative light on the community and has led to questions as to why this is happening.  Is it connected to the initial settlement of these youth’s family 20+ years ago?  Is it related to various systemic failures (i.e. schools, prison system, family, etc.)?  Is there an intergenerational culture clash occurring (“back home” values vs. “Western” values)?  Can it be related to religion and the Islamaphobia that many Somali-Canadians, young and old, feel stigmatized and alienated by?  These are all questions that this project can begin to answer and I believe these answers are of interest to all Somali communities, Muslim communities and African/Caribbean communities around the globe.

Haweiya’s Comments:
At the most recent Oral History Association Conference, I had the honour of presenting my project on the Somali-Canadian community in Toronto.  The main focus of this project is the first generation of Somali Canadians in Toronto and their migration and settlement experience.  What makes this documenting unique is the fact that this cohort of Somali newcomers was the first in Toronto and indeed Canada.  Understanding their experience and history is akin to understanding the beginnings of the Somali-Canadian community, which has grown significantly in the last over 20 years.
Another component of this project will be to document the experiences of young Somali-Canadians, or the second generation, and compare their Canadian experience to their parents’.  Presenting this project to participants of the conference was a great experience.  Listeners were engaged during the presentation and very insightful during the question and answer period.
Generally, as a first time attendant of the Oral History Conference, I was impressed by the quality of the projects and studies being presented as well as the variety.  I particularly enjoyed connecting with other researchers at the conference as well as visiting the Oklahoma City National Memorial and Museum.  It was a pleasure attending and learning at the conference and I hope to attend again very soon!  Thank you to the Oral History Association for their generosity and making it possible for me to continue to learn more about the discipline and enhance my work in the future as a result.

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Considering your digital resume

By Steven Sielaff. This post first appeared at the Oxford University Press blog

Throughout my time as Oral History Review (OHR) editorial assistant at the Oral History Association’s (OHA) annual conference in Oklahoma City, OK, I saw a number of prevailing themes. In the recent past, the push towards digitization and web-based portals has dominated the professional landscape. This was certainly the case again at this year’s conference. However, a new variant on that theme caught my attention: professional academics’ use of digital projects as valid scholarship. Recognizing non-traditional publication sources as acceptable, even tenure-worthy, material has been a hot-topic issue for a while now. However, we are able to seriously consider this topic in large part thanks to the combined efforts of leading individuals and publications in our field, which strive towards a unified standard of best practices in the digital realm.

Oral History in the Digital Age (OHDA), the IMLS grant-funded effort to collect any and all “best practices” dealing with those little 1s and 0s, is now entering its second year. The website has accomplished a great deal in its infancy. It currently includes over sixty scholarly articles, a wiki detailing 300 plus sample websites, an ever-growing glossary of terms and concepts, and several button-pushing video series, such as “Thinking Big” and “Ask Doug.” In speaking with project founder Dean Rehberger and primary contributor Doug Boyd in the multiple sessions and venues we shared during the annual meeting, it became apparent that despite the great leaps OHDA and others have made in gathering resources, the work of producing profession-wide standards — similar to those housed on the OHA homepage — remains the long-term goal. From my vantage point, the OHA leadership seems eager to facilitate this mission, and I have high hopes that in the coming year, they and OHDA will progress towards a final, publishable product.

This, of course, will be no simple feat. There are many areas in which, despite the presence and inclusion of other professional agencies and experts, digital standards remain hazy at best. In the Campus Oral History roundtable for instance, there was a spirited discussion on not only how to use video recording in your projects, but if you should even include it in the first place (short answer: It depends…). This topic is complicated further by the fact that for video, there is still no true preservation standard. At Baylor, we only recently established our university standard, and only after months of discussion, collaboration, and process investigation. I’m sure such difficulties will continue to require revision and further consideration; I can only hope they will not discourage us from working in the digital world entirely.

This leads me to my time spent with the OHR staff and their role in this issue. The OHR recently began featuring multimedia reviews on a diverse series of projects, ranging from feature-length documentaries to websites. The hope is that through peer review, oral historians who conduct and present work through non-traditional channels will be provided the same level of academic accolades as their text-producing colleagues. Like the OHDA, this enterprise is still in its beginning stages and the OHR continues to discuss how best to tackle certain challenges: what standards, if any, should be considered in the review process; who is qualified to act as a reviewer in such a varied field; and what, exactly, constitutes a “project”? Regardless, the OHR is doing great work by gathering and reviewing multimedia ventures, and they encourage those interested to both submit candidates for review and to volunteer as reviewers.

Considered on the whole, these various quandaries may seem daunting; and given my personal experiences in this field, I can say that progress will certainly not be made overnight. However, with OHDA’s resources, the OHR’s review efforts, and the interest of so many in the profession, I feel that we are well on our way to unified standards and a new paradigm for academic contribution.


Steven Sielaff (Waco) is a recent 2013 graduate of Baylor University’s Museum Studies Master’s program. For the past two years, he was a graduate assistant at the Baylor University Institute for Oral History (BUIOH), working on such projects as: For the Greater Good: Philanthropy in Waco; The Texas Holocaust and Genocide Commission’s Texas Liberators Project; and oral history series on both the Dr. Pepper Museum and Mayborn Museum Complex. Currently, Steven is beginning a two-year effort to chronicle the past 25 years of Baylor University history. He also serves on the Board of Directors for the Texas Oral History Association (TOHA) and as editor and technical consultant for H-Net’s H-Oralhist listserv.

The Oral History Review, published by the Oral History Association, is the U.S. journal of record for the theory and practice of oral history. Its primary mission is to explore the nature and significance of oral history and advance understanding of the field among scholars, educators, practitioners, and the general public. Follow them on Twitter at @oralhistreview, like them on Facebook, add them to your circles on Google Plus, follow them on Tumblr, listen to them on Soundcloud, or follow the latest OUPblog posts via email or RSS to preview, learn, connect, discover, and study oral history.

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