CM 220 Unit 3 Seminar 1 Primary and Secondary Sources Interviews

UNIT 3 ACTIVITIES  Reading:  Introduction to unit on communication, writing and speaking, and listening skills  Schamberger, M. (1997). Elements of quality in a qualitative research interview. S. A. Archives Journal, Retrieved from Academic Search Premier database.  Cloud, J. (2010, November 29). Strike a pose. Time, 176(22), 61. Retrieved from Academic Search Premier database.  Writing Center resources on primary and secondary research and interviewing  Invention lab: Select a speech related to your “big idea” to analyze(40 points)  Seminar : Sources; Conducting interviews and discussion of listening skills (10 points)  Tech lab: Creating websites (Kaplan optimal resume website builder, Google sites, Weebly, GoDaddy) 2

Purpose of U3 Assignments Discuss what constitutes effective communication Review effective listening skills Prepare for the unit 4 project, which includes an interview worksheet and discussion of 3 secondary sources Note: You do not have to conduct the interview, or, if conducted, use it as a source in your project, but this is a great chance to get interviewing experience! 3

PRIMARY SOURCES Primary source: “A primary source is a document or physical object which was written or created during the time under study. These sources were present during an experience or time period and offer an inside view of a particular event. Some types of primary sources include: ORIGINAL DOCUMENTS (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records  CREATIVE WORKS: Poetry, drama, novels, music, art  RELICS OR ARTIFACTS: Pottery, furniture, clothing, buildings “ (What is a primary source, 2009). 4

PRIMARY SOURCES Examples of primary sources include:  Diary of Anne Frank - Experiences of a Jewish family during WWII  The Constitution of Canada - Canadian History  A journal article reporting NEW research or findings  Weavings and pottery - Native American history  Plato's Republic - Women in Ancient Greece (What is a primary source, 2009) 5

SECONDARY SOURCES SECONDARY SOURCES: “A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in them. Some types of seconday sources include: PUBLICATIONS: Textbooks, magazine articles, histories, criticisms, commentaries, encyclopedias ” (What is a primary source, 2009) 6

SECONDARY SOURCES EXAMPLES OF SECONDARY SOURCES:  A journal/magazine article which interprets or reviews previous findings  A history textbook  A book about the effects of WWI (What is a primary source, 2009). 7

Finding Secondary Sources  Kaplan Library (see library presentation in Doc Sharing, as well as video on library home page)  Google Scholar  Other databases with peer-reviewed works  Newspapers and appropriate magazines  Sites like NPR and PBS 8

Evaluation  Setting  Speaker’s appearance  Body language and eye contact  Word choice, tone, inflections  Organization of response  What isn’t said 9

Understanding Context Everything is written (or spoken) to someone for some purpose. The you send to your sister should be written differently than a proposal you send to a business client, and a speech delivered to a group of second graders would differ from the President speaking to Congress. Knowing the audience, purpose, and the context is vitally important to good writing and speaking. Ask yourself: – Why am I writing or saying this? – Who is my audience? – What am I trying to say? 10

Writing v. Speaking Writing  Writing only uses words  Message must be clearly and correctly written to convey ideas  Demonstrate competence by using Standard American English Speaking  Speaking uses words, tone, gestures, facial expressions, posture, eye contact  May be accompanied by visual aids (Power Point, etc.)  Appearance is important 11

INTERVIEWS Is this a PRIMARY or SECONDARY source? What are the benefits of conducting an interview? Is all interview information useful and reliable? How do you determine what information is useful and reliable? 12

HOW TO CONDUCT AN INTERVIEW 1. Select interview subject 2. Prepare for interview 3. Conduct interview 4. Follow up 13

SELECT AN INTERVIEWEE Who would be a good source of information for your subject? How well known is this person? Is this person an expert on the subject? How do you locate this person? How do you request and schedule an interview? 14

PREPARE FOR THE INTERVIEW Research your interviewee Establish a goal or purpose for the interview Prepare questions in advance Prioritize the questions 15

COMING UP WITH QUESTIONS Ask yourself: “What do I need to know?” Write a list of things you want to find out Write a list of questions that will help your interviewee discuss this information Avoid biased questions: “Don’t you think we could improve campus parking by building another parking garage?” Check the questions carefully to see if the wording could be offensive to your interviewee (How to conduct an interview, 2008). 16

YES/NO v OPEN-ENDED QUESTIONS Yes/no questions can be answered with a simple yes or no. They may not be very productive or illicit much information. Ask open-ended, questions that allow the interviewee to explain, clarify and defend an idea. Yes/no: Will you support the new tax increase? Open Ended: How will increased taxes benefit or hurt local businesses? 17

DURING THE INTERVIEW Be gracious and thank the person for his or her time. Respect this person’s time by being on time and prepared. Pay attention to what the person is saying and use the opportunity to ask follow up questions. Take notes or record the interview (with permission) Stick to the subject but be flexible. 18

LISTENING SKILLS When you interview or are the subject of an interview, listening is a very important skill. Look at your interviewee. We learn a lot from a person’s facial expressions, tone, posture, eye contact. How can you show you are listening and paying attention? 19

FOLLOW UP A follow up thank you note would be appropriate. Transcribe your notes as quickly as possible after the interview. Give the interviewee an opportunity to review the notes to be sure they are accurate. 20

Unit 4 Project Describe the interviewee and reflect on why this person would be helpful for your research Discuss any research you have done on the topic Come up with three open-ended and three closed-ended questions and discuss your reasons for asking them Anticipate answers to questions Come up with additional questions 21

Selecting a Subject  Topic: Creating healthier school lunches  Possible interviewee: Melody Turner, the director of Food Services in Wilson County, TN  Preparation for interview: Wilson County Food Services web site, articles in Health Source and ERIC databases in KU Library 22

Possible Interview Questions  Will improving nutritional quality of meals lead to better academic performance as well as healthier kids?  Should all students be required to purchase school meals once these changes are made to ensure that everyone is eating healthier?  Should schools be required to have a certain amount of fresh fruits and vegetables (not canned, frozen, or otherwise processed) in the meal plan?  How can our local school district increase the nutritional value of meals? 23

YOUR TURN Whom would you like to interview and why? What questions would you like to ask? What kind of information would you like to get from the interview? How will you arrange the interview? 24

WORKSHOP Partner with a classmate in Private Messaging. In what is your partner an expert? Prepare 2-3 questions about that topic. Interview your partner. Report your findings. 25