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Documenting Maritime Folklife: An Introductory Guide
Part 2: How to Document
Preliminary Research
In
order to obtain maximum benefit from time in the field, the researcher must
locate and analyze as much information as possible about the study area and
the topics the project addresses before the start of fieldwork. Pre-fieldwork
research of this kind is an essential part of any project. If significant
data are uncovered, they can help determine the best course for fieldwork
and enhance the quality of work in the field. To insure that research efforts
are not duplicated, it is essential to determine what cultural documentation
projects, if any, have been previously undertaken
within the study area.
Valuable information on maritime heritage can be found in books, articles,
census records, wills, deeds, university theses and dissertations,
photograph collections, maps, charts, and business records. Publications
issued by
federal and state agencies concerned with natural resources, such as
the U. S. Coast Guard, the National Marine Fisheries Service, and the
Sea Grant
College extension system, are helpful. Likely sources of research materials
include libraries, historical societies, archives, museums, court houses,
newspaper files, and private collections. A number of major publications
devoted to maritime heritage are listed in the Bibliography.
Two especially useful sources of information: Directory of Maritime
Heritage Resources, published by the National Trust for Historic
Preservation, and Maritime Folklife Resources, published
by the American Folklife Center at the Library of Congress.1
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For most research projects, it is important to acquire knowledge about
the study area's natural environment, including its climate, seasonal
weather patterns, topography, flora, and fauna. If, for example, local
fishing
traditions are to be investigated, it is essential to know what species
are found in local waters and the life cycle of each. Information about
the biology of fish and shellfish provides a key to understanding the
patterns of behavior of the fishermen who pursue them.
Similarly, it is
essential to learn about the laws that regulate commercial and recreational
fishing within the study area. Are there different categories
of fishing licenses? Is there a "limited entry" system for licensing?
Are there specific open and closed fishing seasons? Are there species-specific
fishing zones? Do regulations restrict fishing activities to certain
types
of vessels or gear?
In addition to amassing specific types of information
about the environment and laws which regulate its use, researchers
should attempt to synthesize
data and formulate a history of the relationship between the environment
and people. How has the environment shaped human activities? How have
human activities altered the environment? What are the principal "seasonal
rounds" of
activities followed by people within the study area, and how have they
changed over time? In order to develop a study area's environmental
history, researchers may find it helpful to consult with biologists,
ecologists,
geographers, soil scientists, and others who are familiar with the
region.
Before commencing fieldwork, a researcher should use maps and
charts to become more familiar with the study area. Ordinary road
maps provide
some information about the landscape, but U. S. Geological Service topographical
maps and National Oceanic and Atmospheric Administration nautical charts
provide much more. Other cartographic aids include maps used by local
governments for zoning and property assessment, and maps used by historic
preservation
organizations to show the locations of sites and properties. Aerial photographs,
sometimes obtainable from state departments of natural resources or the
offices of county property appraisers, can serve the same function. All
these materials can illuminate settlement patterns and locate man-made
structures, waterways, landmarks, and fishing grounds. After fieldwork
has begun, researchers can draw their own maps or modify existing maps
in order to plot features of the landscape such as the distribution of
house types, the boundaries of fishing territories, and the locations
of significant buildings and navigation landmarks.
Another valuable preliminary
activity is a reconnaissance field trip. This is especially useful if
researchers are not particularly familiar
with the study area. Essentially, the purpose of such a trip is to survey
the study area to determine a region's general layout, and to identify
features which merit documentation.
The next task is to create a list
of potential interviewees. This is done by talking with residents
of the study area. Individuals likely to
have especially broad views of local maritime activities include harbor
masters, fisheries extension agents, fish buyers, and the employees
of marine supply stores and bait and tackle shops. Postal clerks, clergymen,
town officials, shop keepers, and newspaper reporters may also be good
sources of information.
When asking questions, researchers should make
it clear who they are, what information is being sought, and why the
information is being sought.
There is no substitute for honesty in such matters. Fieldworkers--especially
if they are strangers--may encounter some measure of suspicion on the
part of people they contact. While attitudes vary considerably from place
to
place, it is important to bear in mind that inquisitive outsiders are
not always viewed in a positive light. Often such attitudes are the result
of actual or perceived ill-treatment from marine patrol officers, biologists,
and other representatives of state regulatory agencies, as well as agents
of the Internal Revenue Service and various types of researchers. A tactic
that sometimes helps to acquaint people with research efforts is to submit
a news release about the project to the local newspaper. If the release
includes a request for assistance, accompanied by the address and telephone
number of the project coordinator, area residents may provide suggestions
about knowledgeable people to interview and other sources of information.
The "Informant Information" form included as Appendix
A.1 can be used to develop a file of potential informants.
After
a list of potential informants has been drawn up, use it to plan
a schedule for interviewing and other types of documentation. For example,
if researchers have little understanding of the history of the study
area,
a decision might be made to select a retired school teacher, whom area
residents frequently named as the person most knowledgeable about local
history, as the first person to interview. Similarly, if the project
is concerned only with local boatbuilding traditions, researchers might
draw
up a list of all local builders, collect basic information about each
one, then decide to contact the most experienced builder before speaking
with
the others. For the purposes of some projects, such as comprehensive
surveys of local maritime traditions, it is important to select a representative
sample of local residents.
Researchers should be flexible in their
work and be prepared to modify their field plan if initial research
activities indicate this would be
beneficial. If, for example, during a search for information on local
net-making traditions, a researcher learns that a net maker has recently
moved to
the area from a distant state, he or she might decide not to schedule
an interview with this person. If the project is a group effort, regular
meetings
with other fieldworkers will be needed to share information and to assess
the need for any modifications in the work plan. As more and more data
are collected, fieldworkers may recognize the need to add or delete certain
queries, potential informants, and topics. In addition, experiences in
the field may indicate the need to alter documentation techniques.
Before
interviewing begins, attempt to determine local standards for meeting
a new person. Is it considered appropriate to make initial contact
over the telephone? Is an unannounced visit to a person's home by a stranger
acceptable? Would an introduction by another resident be the best approach?
It is also prudent to learn local views about proper attire, times of
the day to visit, and forms of address.
It is often beneficial to use
the first face-to-face contact with a potential informant to introduce
oneself, explain the project, and obtain more information
about the person before getting down to the business of scheduling an
interview. It may turn out that the person knows nothing whatsoever about
project
topics; consequently, it may not be necessary to bring up the subject
of an interview. If the person does possess relevant knowledge, and an
interview
is deemed desirable, the initial meeting can also serve as an opportunity
to gather information for use in preparing for the interview. On occasion,
when the subject is willing and the interviewer is prepared, the initial
meeting may also prove to be an appropriate time to conduct an interview.
In order to be ready to take advantage of such opportunities, fieldworkers
should have the necessary equipment--tape recorder, tape, notebook, pen
or pencil--close at hand (in the car, for example) and ready for immediate
use.
To promote successful fieldwork and encourage community support
and cooperation, fieldworkers should: (1) be open and honest about the
nature of their work;
(2) demonstrate enthusiasm for their work; (3) cultivate the skill of
listening to what people have to say; (4) be sensitive to appropriate
behavior and
etiquette; (5) protect sensitive or confidential information elicited
from informants; and (6) show informants that their assistance is genuinely
appreciated.
Notes
1. National Trust for Historic Preservation, Directory
of Maritime Heritage
Resources (Washington: National Trust for Historic Preservation, 1984);
Peter Bartis and Mary Hufford, Maritime Folklife Resources: A Directory
and Index. Publications of the American Folklife Center, no. 5 (Washington:
American Folklife
Center, Library of Congress, 1980).
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