Wow! Is it time already to wrap things up for the semester? It really zoomed by and as I read over my entrance essay, it's amazing how much I have learned this semester. First, I would say that my expectations were met as stated in my entrance essay for this course. I wanted to learn familiarity with the ACPL's genealogy department and I do feel competent now using this department. I feel that I have improved my writing skills and I created a useful project to deliver to my family. I am very pleased about that. Second, I have learned so much about service learning than what I initially believed. I thought service learning was more like volunteerism and instead I found it is a learning venture for students and service to the community. At the beginning of the semester, I was apprehensive about writing the blog, but I have enjoyed writing and reflecting on my progress throughout the semester. I found that writing the blog was a very useful tool in my research for both projects as it helped me keep focus and on track. I actually think a blog is easier to keep than a written journal. Of course, in many respects, a blog is an online journal. I even think keeping a blog would work for other classes as a reflective writing tool, not just for service learning.
The family project was in its own way a service learning project. I felt that I was preparing a project that would fulfill a need for my family by preserving a piece of our family history. I learned for myself how to research family history and how to develop a story from the research. When I interviewed family members, I was surprised at how pleased everyone was at the prospect of having a story written about two of the grandmothers. When I had my mother proofread my story, I was also surprised at how much she learned of things she didn't know before about both of her grandmothers. It seems like most families have someone that will research family lines, but it isn't as common to have someone write a story incorporating the genealogy research. The stories help make the ancestors more relevant to the descendants and keep the memories of those in our past alive. I also learned just how much women are the story keepers of the family which ties in with why the women are often the center and glue of the family.
With the Lake James service learning project, I learned that research doesn't always give you the information that you are looking for. I also learned that not finding something still contributes to the research. I had to be more creative in thinking of other ways to find information for James Riley. I probably learned more about research with the service learning project and I learned more about organizing and writing with the family project so it was a nice balance. In writing about James Riley, I still am not sure what Jim and Flaime are looking for exactly. I talked with Jim and he helped me with where he wants to go with this information. However, putting that into writing with what little I have found is more difficult than I thought it would be. Since I don't have the final deliverable finished yet for this project, I don't yet how it will turn out. I think this particular research project on James Riley required a couple of trips to Angola, but I couldn't fit that in. I really needed more time for that. I can give my ideas to Jim so he can hopefully wrap up those loose ends when he has a chance.
We did go in somewhat of a different direction with Lake James that I expected when I wrote my entrance essay. I was thinking that I was going to learn more about the lake culture and the people that lived the lake culture. I did learn much about Lake James in very early history (at the beginning of white settlement), but it wasn't a focus on the lake culture itself since I had the project portion on James Riley. Of course, it was hard to learn from the other sections of the project since we did individual projects and we did have a time crunch. I did learn some about the lake culture with the presentation given by Jim and Flaime. The group discussions we had with Jim and Flaime were very edifying and helped me learn more too about the sections of the project and more of the lake culture.
I feel that the Lake James project was definitely a service learning project. It was a learning process for the whole class with service learning clarified by the graduate presentations. I think we all learned more about Lake James than what we knew before. We are helping to put together a history project and therefore fulfilling a need for Jim and Flaime by our work. This whole project is preserving the history of Lake James which ties in with the family history project too. Like I mentioned in a previous blog, just because on the surface, we aren't championing a cause with this project, I don't think service learning has to be just that. We don't know what will happen or who will be touched by the finished project.
I have definitely gained knowledge about genealogical and archival research. I am not intimidated like before with diving into the research. It is very fascinating and I want to continue with my family research and writing. I learned that this type of research is time consuming, but fun so time has a way of getting away from me. Organizing the material gained from research is harder than the actual writing process. If I teach again, I would like to eventually put service learning into a course. I think it is a valuable teaching tool and gives a fun and interesting opportunity for students to learn. I am looking forward to seeing the finished Lake James book. My family is looking forward to receiving their finished project hopefully by Mother's Day.
Thursday, April 30, 2009
Friday, April 24, 2009
Winding down and thoughts on the class focus
When I read the articles on service learning for the annotated bibliography, I learned so much about the definition of service learning. I thought I knew what it was when the semester started, but after our class discussions, I wasn't so sure so I picked articles that gave varied views and topics on service learning. Many of the articles did mention that service learning has a civic component or "activism" idea to it. Hidi mentioned that we lack the civic participation to make this truly service learning. I don't agree with that view. From some of the articles, I found that a civic agenda is optional. What is more important in service learning, are the two components of service and learning. The student learns something from the project and serves a need even if it is not changing a social issue. Reflection needs to be part of the project usually ongoing throughout the project. One article I read even thought that including a civic angle only promoted a political agenda and should not be a part of higher education learning.
I feel that this class has fulfilled both those components of service learning. Even my family history project had service learning to it. I am helping my family with my writing to preserve our history, I learned a great deal not just about my topic, but about writing the history and how to use the library. I reflected throughout the project about my progress and the processes I used to find information. I didn't change anything within the family, no great social cause to take upon myself.
With the Lake James project, it was similar to that same process. I used the knowledge gained in genealogy research in the first project to help with research in the second project. I feel we are helping Jim and Flaime with their book and they are the community. It is a preservation of history about the lake. It might later fulfill a social cause, we don't know at this point where it could go. Reflection has been a major component of this project too just like our first project. The weekly blogs have been helpful to me to think about my progress with these projects and they have helped me to think about service learning overall. In researching James Riley, I learned quite a bit about the early history of Indiana. It has all been quite interesting.
Even when roadblocks are encountered, as long as learning takes place, then learning goals have been accomplished. In fact, usually it is our roadblocks that we learn the most information. I have had to search different avenues to find material for the Lake James project, much different than researching for my family project.
I do think that a semester is too short for two projects. I think this class could accomplish even more with the focus on either family history or another project like Lake James. I would have liked to had more time to visit Steuben County and Lake James. Still, I enjoyed both projects and I'm very happy with the knowledge I have gained from working on both.
I feel that this class has fulfilled both those components of service learning. Even my family history project had service learning to it. I am helping my family with my writing to preserve our history, I learned a great deal not just about my topic, but about writing the history and how to use the library. I reflected throughout the project about my progress and the processes I used to find information. I didn't change anything within the family, no great social cause to take upon myself.
With the Lake James project, it was similar to that same process. I used the knowledge gained in genealogy research in the first project to help with research in the second project. I feel we are helping Jim and Flaime with their book and they are the community. It is a preservation of history about the lake. It might later fulfill a social cause, we don't know at this point where it could go. Reflection has been a major component of this project too just like our first project. The weekly blogs have been helpful to me to think about my progress with these projects and they have helped me to think about service learning overall. In researching James Riley, I learned quite a bit about the early history of Indiana. It has all been quite interesting.
Even when roadblocks are encountered, as long as learning takes place, then learning goals have been accomplished. In fact, usually it is our roadblocks that we learn the most information. I have had to search different avenues to find material for the Lake James project, much different than researching for my family project.
I do think that a semester is too short for two projects. I think this class could accomplish even more with the focus on either family history or another project like Lake James. I would have liked to had more time to visit Steuben County and Lake James. Still, I enjoyed both projects and I'm very happy with the knowledge I have gained from working on both.
Thursday, April 16, 2009
Social change and service learning
I thought I would write some thoughts about the discussion we will have this coming Monday in class based on Hidi's questions of this week.
Civic duty and social change seem to be connected with anything that smacks of service. Is service learning where these belong? Is it mandatory for true service learning to incorporate both of these or can service learning still be effective if these issues aren't addressed?
In the articles that I have been reading about service learning, there exists a multiple of opinions on this subject. Certainly a few articles believe that service learning does not do enough to promote activism for social change because service learning could be the ideal vehicle for this very thing within communities. Other articles don't mention social change at all, but focus on the partnership between college and community and the learning priority for students. One article even suggests that focusing on social change through service is not true learning, but merely an agenda for a socialist philosophy.
I think service learning exists separate from civic duty and/or social change, but either one or both could be a component of service learning. It really depends on the learning objectives of the class. For example with the Lake James project, the slant on the project was not about current issues such as the McMansions, but rather on the history of the lake before these mansions were in existence. If Jim and Flaime had wanted to include how the lake or the lake community has suffered because of modernization, then I could see the activist aspect becoming a part of the project.
We are making an impact because we are fulfilling the goals and ideas that Jim and Flaime have had. We are making a contribution to the preservation of history. With unlimited time, it would easier to include all kinds of angles to this project. There again pops up the idea of rabbit trails. It would be so easy to become sidetracked with current issues or the idea that we should have included this or that. It is helpful to discuss these ideas though for the future because as this project is still being completed after this class is done, then maybe some ideas can still be added to the project if it enhances the project.
For future classes, again the goal should be whatever the learning objectives are and what does the community partner need and also want to give back. It is a partnership with many different components. The service aspect and the learning aspect are equally important.
The classroom itself is a public type of service learning and when we are at the library, it is also public. I think our research on our time and our reflections tend to be the private side of service learning.
Civic duty and social change seem to be connected with anything that smacks of service. Is service learning where these belong? Is it mandatory for true service learning to incorporate both of these or can service learning still be effective if these issues aren't addressed?
In the articles that I have been reading about service learning, there exists a multiple of opinions on this subject. Certainly a few articles believe that service learning does not do enough to promote activism for social change because service learning could be the ideal vehicle for this very thing within communities. Other articles don't mention social change at all, but focus on the partnership between college and community and the learning priority for students. One article even suggests that focusing on social change through service is not true learning, but merely an agenda for a socialist philosophy.
I think service learning exists separate from civic duty and/or social change, but either one or both could be a component of service learning. It really depends on the learning objectives of the class. For example with the Lake James project, the slant on the project was not about current issues such as the McMansions, but rather on the history of the lake before these mansions were in existence. If Jim and Flaime had wanted to include how the lake or the lake community has suffered because of modernization, then I could see the activist aspect becoming a part of the project.
We are making an impact because we are fulfilling the goals and ideas that Jim and Flaime have had. We are making a contribution to the preservation of history. With unlimited time, it would easier to include all kinds of angles to this project. There again pops up the idea of rabbit trails. It would be so easy to become sidetracked with current issues or the idea that we should have included this or that. It is helpful to discuss these ideas though for the future because as this project is still being completed after this class is done, then maybe some ideas can still be added to the project if it enhances the project.
For future classes, again the goal should be whatever the learning objectives are and what does the community partner need and also want to give back. It is a partnership with many different components. The service aspect and the learning aspect are equally important.
The classroom itself is a public type of service learning and when we are at the library, it is also public. I think our research on our time and our reflections tend to be the private side of service learning.
Thursday, April 9, 2009
Reflection on the continuing research on Riley
At the beginning of the week, it was quite frustrating in my research on James Riley because I couldn't find a direct connection to Lake James no matter what sources I looked at. Then I felt that maybe I was looking at the wrong link or maybe I had lost sight of the original purpose of what Jim wanted for the surveyor. It helped me to talk with Jim and to see just what he had in mind for the research on Riley. It would be nice to find that connection with Riley and Lake James, but if it is not found, that isn't so crucial. Jim is more interested in some background on Riley, his connection to Indiana, and possible leads to further sources for that specific connection.
It seems that when researching, I look through so much material that I start to forget the original purpose of what I am looking for. That is why it is important to stop once in awhile and refocus on the original quest. I had this same problem with the family project. It must be the nature of research itself and because of the large amount of material that a person has to go through that causes this problem.
There are definitely some similarities between the family project and the service learning project. I just mentioned the problem about the amount of material and forgetting sometimes the original quest. There is also the rabbit trails and getting off on some tangent. I did have that problem with the family project, but not so much with James Riley. I think since I was looking for such a specific item with James Riley, I was not so tempted to get sidetracked on something else. I am using some of the same resources in the genealogy department for both projects.
The family project helped me prepare for the service learning project. I was able to become familiar with the genealogy department at the Allen County Public Library. This saved time when I needed to find sources for Riley. I had an idea of more sources to check for information on Riley because of ideas I had while researching the family project. I will have trouble with writing and having the amount of information for the service learning project compared to the family project. With the family project, I had too much information. With the service learning project, I will not have enough information to feel satisfied with what I wanted to find as put forth in my proposal.
I still have a couple of weeks though to research and put together my deliverable. Perhaps I will be surprised at how much I am able to collect by the end of the semester.
It seems that when researching, I look through so much material that I start to forget the original purpose of what I am looking for. That is why it is important to stop once in awhile and refocus on the original quest. I had this same problem with the family project. It must be the nature of research itself and because of the large amount of material that a person has to go through that causes this problem.
There are definitely some similarities between the family project and the service learning project. I just mentioned the problem about the amount of material and forgetting sometimes the original quest. There is also the rabbit trails and getting off on some tangent. I did have that problem with the family project, but not so much with James Riley. I think since I was looking for such a specific item with James Riley, I was not so tempted to get sidetracked on something else. I am using some of the same resources in the genealogy department for both projects.
The family project helped me prepare for the service learning project. I was able to become familiar with the genealogy department at the Allen County Public Library. This saved time when I needed to find sources for Riley. I had an idea of more sources to check for information on Riley because of ideas I had while researching the family project. I will have trouble with writing and having the amount of information for the service learning project compared to the family project. With the family project, I had too much information. With the service learning project, I will not have enough information to feel satisfied with what I wanted to find as put forth in my proposal.
I still have a couple of weeks though to research and put together my deliverable. Perhaps I will be surprised at how much I am able to collect by the end of the semester.
Thursday, April 2, 2009
Reflections on Chapter 6 and Lake James Project
I found chapter six to be interesting in making note of special jargon or insider language. That is a great idea for the Lake James project. It reminds me of when Jim and Flaime presented their material to us on Lake James and used the word, "summer kids." That would fall into this category. I'm sure there are other words too that could be unique to the lake culture. Making note of these words would help greatly to connect with an insider view. I could see where it might be hard for Jim or Flaime to think of language connected solely to the lake community because it would be so commonplace to them living at the lake year round. I think even words used for special places at the lake or events that only lake people would know what those words meant, would qualify to be in a glossary of the lake culture.
The research is moving along though it seems sometimes at a snail's pace to be moving. I can't seem to find the connection between Riley and Lake James. I have looked through a multitude of sources for anything that would indicate the origin of the name of the lake. Rivers were more important in early settlements while lakes were not important and rarely mentioned. I am learning a lot about early Indiana which is fascinating, but not really on the subject of Lake James. I have learned more about Pokagon than I have too about the lake itself. I feel like I am not really on the right track. I'm not sure if the important topic is Riley himself or just the point of contact between Riley and Lake James. Maybe the topic should be early Lake James rather than one man who seems to have very little documentation about the lake. I still have some books that I need to search though for information before I am ready to call this a brick wall.
I have tried even different searches for ways to find information on Lake James, but little is written about the lake in the beginning days of settling Indiana. Again, it is the towns and settlements and rivers that were important. From what I gather, the northeast section of Indiana was very swampy and hard to navigate through which might be another reason little is written or documented.
If I can't find some information this week, I will talk with Jim and Flaime and see what other direction they might like me to pursue. Jim did say last night at the library that he had an atlas with a notation of Riley and the naming of Lake James. He is supposed to send me an email about this. I wonder why that wasn't in the original folder on Riley. I probably should verify anyway with the two of them just what the main topic of research is again; Riley or history of Lake James or the name of Lake James.
It is interesting that when I started the research on this service learning project, I had a clear-cut idea that I was looking at Riley and his connection to the lake. I didn't expect the waters to be muddied so soon for lack of material. I thought that I was going to find plenty of information and my biggest challenge was going to be documenting everything. It just shows that you never know quite how research will go or what direction it takes you sometimes.
The research is moving along though it seems sometimes at a snail's pace to be moving. I can't seem to find the connection between Riley and Lake James. I have looked through a multitude of sources for anything that would indicate the origin of the name of the lake. Rivers were more important in early settlements while lakes were not important and rarely mentioned. I am learning a lot about early Indiana which is fascinating, but not really on the subject of Lake James. I have learned more about Pokagon than I have too about the lake itself. I feel like I am not really on the right track. I'm not sure if the important topic is Riley himself or just the point of contact between Riley and Lake James. Maybe the topic should be early Lake James rather than one man who seems to have very little documentation about the lake. I still have some books that I need to search though for information before I am ready to call this a brick wall.
I have tried even different searches for ways to find information on Lake James, but little is written about the lake in the beginning days of settling Indiana. Again, it is the towns and settlements and rivers that were important. From what I gather, the northeast section of Indiana was very swampy and hard to navigate through which might be another reason little is written or documented.
If I can't find some information this week, I will talk with Jim and Flaime and see what other direction they might like me to pursue. Jim did say last night at the library that he had an atlas with a notation of Riley and the naming of Lake James. He is supposed to send me an email about this. I wonder why that wasn't in the original folder on Riley. I probably should verify anyway with the two of them just what the main topic of research is again; Riley or history of Lake James or the name of Lake James.
It is interesting that when I started the research on this service learning project, I had a clear-cut idea that I was looking at Riley and his connection to the lake. I didn't expect the waters to be muddied so soon for lack of material. I thought that I was going to find plenty of information and my biggest challenge was going to be documenting everything. It just shows that you never know quite how research will go or what direction it takes you sometimes.
Thursday, March 26, 2009
Lake James Research
Working on research for a service learning project is quite different than researching for the family project. Of course, I am more emotionally detached from the service learning, but it doesn't mean it is any less exciting to be working on this. In some ways, it actually makes it easier to work on the research because I don't get as caught up on the "rabbit trails." I know what specific things I'm looking for so I don't tend to become distracted with something else or get off track.
In chapter four, we discussed spaces and how our connection to Lake James is not really there because of not visiting the lake. I think it depends on what part of the project we are each working on to the extent of how important that connection would be. I don't feel that I necessarily need to see the lake, because my greatest connection is with the early maps and early pictures of the lake. The time period I am researching is so early that seeing the lake as it is currently won't be as relevant as it would for some of the other project parts. If I was working on the bands then I would want to see the dance hall because it does provide an additional connection especially to the writing. Having the presentation from Jim and Flaim did help with learning some things about the lake and even seeing the few pictures they had in the presentation helped quite a bit.
My part of the project has very little information from Jim and Flaim. I was given two names of books and one little note on a letter about the name of the surveyor. I was able to find two books, one of which was listed in the folder. I am hoping to find much needed information in the James Riley biography, but I am finding that trying to match up names of places is confusing without some earlier maps. The challenge in this piece is the period of the early 1800s. It is early enough that not much is written on Lake James. The rivers apparently were more important at that time. I found a book that had been written on a different lake and they even had the Indian name for that lake. It would be nice to even find that additional information on Lake James and include that too in the early history of the lake.
Putting together the proposal of what I want to accomplish for the Lake James project has helped me to have some structure for this project. I will keep a running log on resources that I am looking at for information in case anyone later needs to go back for a second look. This will also help prevent duplication on looking for sources of information.
I have been thinking about ideas for the "product" for the LJSP, but it is hard to come up with a commonality at this point with the ten different pieces. Perhaps when we are a little further along and start taking a look at where everyone is at with the pieces, it will be easier to brainstorm some ideas. Right now it sounds like most everyone is organizing the information if there is enough of it, or researching if information is lacking.
In chapter four, we discussed spaces and how our connection to Lake James is not really there because of not visiting the lake. I think it depends on what part of the project we are each working on to the extent of how important that connection would be. I don't feel that I necessarily need to see the lake, because my greatest connection is with the early maps and early pictures of the lake. The time period I am researching is so early that seeing the lake as it is currently won't be as relevant as it would for some of the other project parts. If I was working on the bands then I would want to see the dance hall because it does provide an additional connection especially to the writing. Having the presentation from Jim and Flaim did help with learning some things about the lake and even seeing the few pictures they had in the presentation helped quite a bit.
My part of the project has very little information from Jim and Flaim. I was given two names of books and one little note on a letter about the name of the surveyor. I was able to find two books, one of which was listed in the folder. I am hoping to find much needed information in the James Riley biography, but I am finding that trying to match up names of places is confusing without some earlier maps. The challenge in this piece is the period of the early 1800s. It is early enough that not much is written on Lake James. The rivers apparently were more important at that time. I found a book that had been written on a different lake and they even had the Indian name for that lake. It would be nice to even find that additional information on Lake James and include that too in the early history of the lake.
Putting together the proposal of what I want to accomplish for the Lake James project has helped me to have some structure for this project. I will keep a running log on resources that I am looking at for information in case anyone later needs to go back for a second look. This will also help prevent duplication on looking for sources of information.
I have been thinking about ideas for the "product" for the LJSP, but it is hard to come up with a commonality at this point with the ten different pieces. Perhaps when we are a little further along and start taking a look at where everyone is at with the pieces, it will be easier to brainstorm some ideas. Right now it sounds like most everyone is organizing the information if there is enough of it, or researching if information is lacking.
Tuesday, March 17, 2009
Service Learning Project
I think a service learning project can incorporate many different areas not just in literacy with children as a learning project might typically have. Any group that has a need to be met by working with faculty and students can provide an opportunity for a service learning project. The Lake James project is unique because we are working with different parameters. We aren't involved in the field at the lake with the lake people with the exception of two lake residents. We do have opportunities for research and writing in a different way. I agree with whoever mentioned in class that using this different approach provides another viewpoint. We are outsiders helping put together insider information.
The unifying theme for our service learning project is Lake James, but it is also the people that had lived there in the early years and made it into the community that it is today. Jim and Flaime gave a great overview on Lake James. Giving us the subjects with folders of some information is a good start on trying to figure out what is needed. I think we also need some boundaries or an idea of the parameters in this project. Four of the subject areas deal with either certain people or groups of people. What are the time frames of research on these people? Are we dealing with pre-Lake James settlement up to the 1940's as an example?
How much early history do Jim and Flaime want? Are each of the folder subjects going to be a chapter that they want in their book? Is the surveyor Riley going to be a chapter or will he just be part of an early history chapter? Or does that depend on how much can be found on Riley?
If we wrote about a person traveling about Lake James in a story format visting each folder subject area, maybe the person could visit an old-timer while visiting the lake to hear the story about Riley and the Indians and any other events that didn't line up in time with the bands, trains and camps. We could even use one of the family members from the two families that are in the folders.
It seems like there are several different ways to write the information, but it really should be what Jim and Flaime are planning for their end product. I think once we have some more guidelines especially since we are on a time crunch, it will help everything flow smoother hopefully into the same direction. I plan on bringing some questions tomorrow for the first night of research.
The unifying theme for our service learning project is Lake James, but it is also the people that had lived there in the early years and made it into the community that it is today. Jim and Flaime gave a great overview on Lake James. Giving us the subjects with folders of some information is a good start on trying to figure out what is needed. I think we also need some boundaries or an idea of the parameters in this project. Four of the subject areas deal with either certain people or groups of people. What are the time frames of research on these people? Are we dealing with pre-Lake James settlement up to the 1940's as an example?
How much early history do Jim and Flaime want? Are each of the folder subjects going to be a chapter that they want in their book? Is the surveyor Riley going to be a chapter or will he just be part of an early history chapter? Or does that depend on how much can be found on Riley?
If we wrote about a person traveling about Lake James in a story format visting each folder subject area, maybe the person could visit an old-timer while visiting the lake to hear the story about Riley and the Indians and any other events that didn't line up in time with the bands, trains and camps. We could even use one of the family members from the two families that are in the folders.
It seems like there are several different ways to write the information, but it really should be what Jim and Flaime are planning for their end product. I think once we have some more guidelines especially since we are on a time crunch, it will help everything flow smoother hopefully into the same direction. I plan on bringing some questions tomorrow for the first night of research.
Final thoughts on the Family Project
The family project was quite a learning experience. I learned that research is fun, but very time-consuming. Well documented notes and well organized notes make the job easier when you start writing. When I was putting together the project, I had trouble lining up the graphics with my text in Microsoft Word. Everytime I made a small change, the whole thing would change. I searched on the Web for some ideas on how to publish this book for the family and found that software from Adobe might have worked better for me in putting this project together. I will certainly keep that in mind though I would need some practice in using the Adobe software.
I think that in retrospect, I wish I had kept my writing on this project to be about one person instead of two. The short time was a factor and while I was able to accomplish most of what was in my proposal, I felt that I shorted myself on the final editing of the project. This project was bigger than I had anticipated so I spent too much time just putting it together. I think my family will be happy with the project. I did have fun learning how to research genealogy and putting what I learned together in a story. I would like to continue this and write other stories about family members as memoirs to them.
I think that in retrospect, I wish I had kept my writing on this project to be about one person instead of two. The short time was a factor and while I was able to accomplish most of what was in my proposal, I felt that I shorted myself on the final editing of the project. This project was bigger than I had anticipated so I spent too much time just putting it together. I think my family will be happy with the project. I did have fun learning how to research genealogy and putting what I learned together in a story. I would like to continue this and write other stories about family members as memoirs to them.
Thursday, March 5, 2009
research and writing
Putting together the research is more difficult than it seems like it would be. Organizing the writing is what gives me trouble and trying to figure out what is the best way to present the material I have collected. As I have been writing this draft, I am finding when I go back through research notes, that I have inadvertently left facts or something out that I wanted to put in the story. So even after a draft has been written, it is a good idea to recheck notes to make sure all has been included from the notes that a person wants into the project.
I have found most of my stories from family members line up with each other. There has been a couple of recalled memories of individuals that have varied some. I attribute that to the perspective of each person that I have interviewed. My uncle didn't remember some things my mother remembered and he remembered some things differently or from a different angle. Of course, being at different ages when events happened, being a different gender, and being in a different position within the family all contributes to the varying factors.
I have found too that I have too much material in graphics and other documentation that won't fit into the project. So I need to weed out what really isn't necessary. I'm not sure how to handle the documentation and citing or if I do need to cite. I will probably use footnotes on some things in the project. Because this is a story more than straight genealogy, I don't want to lose the audience in too much citing of sources or even footnotes.
Accuracy seems to be a problem in genealogical research. I have found names can have several spellings and many people are named the same in same time periods. I have also found dates can be off and that can throw off finding information too. I have one great-aunt that appears to have died when she was three, but I have an interview that states without a doubt that aunt was alive and well until she was an old lady. So somehow, the dates or the name is wrong.
I wish I had more time. One thing I have noticed about research is that it is never done. As I have interviewed more people or found more information, something else will come up that needs a follow up. I receive tidbits when I interview of leads to pursue for either possible pictures or more information, but it all takes time to track people down and to track events. I'm not sure how complete this project should be before I print copies and distribute to my audience. I'm thinking that whatever I have done at the deadline will be good enough to make it be final just so I can get it printed and out to people. Otherwise, I think something like this is never really finished because something else will always surface. There has to be a cut off place at some point in order to even have a finished product.
This is really fun though despite my complaints about the research. It is like a jigsaw puzzle and each piece gives another part that was missing before. Maybe it won't be possible to complete the whole picture with each piece, but even having a mostly complete puzzle is exciting. I have found so much information that I didn't know before and found this in just 8 weeks. That is pretty amazing.
I have found most of my stories from family members line up with each other. There has been a couple of recalled memories of individuals that have varied some. I attribute that to the perspective of each person that I have interviewed. My uncle didn't remember some things my mother remembered and he remembered some things differently or from a different angle. Of course, being at different ages when events happened, being a different gender, and being in a different position within the family all contributes to the varying factors.
I have found too that I have too much material in graphics and other documentation that won't fit into the project. So I need to weed out what really isn't necessary. I'm not sure how to handle the documentation and citing or if I do need to cite. I will probably use footnotes on some things in the project. Because this is a story more than straight genealogy, I don't want to lose the audience in too much citing of sources or even footnotes.
Accuracy seems to be a problem in genealogical research. I have found names can have several spellings and many people are named the same in same time periods. I have also found dates can be off and that can throw off finding information too. I have one great-aunt that appears to have died when she was three, but I have an interview that states without a doubt that aunt was alive and well until she was an old lady. So somehow, the dates or the name is wrong.
I wish I had more time. One thing I have noticed about research is that it is never done. As I have interviewed more people or found more information, something else will come up that needs a follow up. I receive tidbits when I interview of leads to pursue for either possible pictures or more information, but it all takes time to track people down and to track events. I'm not sure how complete this project should be before I print copies and distribute to my audience. I'm thinking that whatever I have done at the deadline will be good enough to make it be final just so I can get it printed and out to people. Otherwise, I think something like this is never really finished because something else will always surface. There has to be a cut off place at some point in order to even have a finished product.
This is really fun though despite my complaints about the research. It is like a jigsaw puzzle and each piece gives another part that was missing before. Maybe it won't be possible to complete the whole picture with each piece, but even having a mostly complete puzzle is exciting. I have found so much information that I didn't know before and found this in just 8 weeks. That is pretty amazing.
Thursday, February 26, 2009
Tying up loose ends in research
After researching so many hours and writing down different facts here and there, I just needed to clear my head and take a fresh look at what I had found. So I put aside the research for a few days and concentrated more on the writing. This helped give me an idea of missing pieces and to refocus on the main ideas of my project. I like Suzanne's way of explaining genealogy research of "following the rabbit trail." I often feel like that is what I'm doing, chasing one line of facts to another line and pretty soon, I am clear off of my original subject, but on to more fascinating parts. Many times it has been tough leaving these rabbit trails and forcing myself to get back on task. The library part of the research has been the hardest place to stay on task. I find it too easy to wander there between looking online for tidbits and just looking through different books. On my next trip to the Decatur library, I am taking a detailed list of what to look for so I can stay with what I am looking for. This should help me be more efficient especially with having limited time there.
I feel that I have gathered almost enough research to complete the project for now. Obviously, this type of project leaves loose ends that will be for another project or continuation of this one. I was very pleased that I received a card from one cousin with pictures and a couple of stories enclosed in the card. I still feel that I need to interview a couple more people, but I want to finish some more of the writing before doing that so I know what exactly I need from the interviews.
I liked the section in chapter three in "Fieldworking" on artifacts and their uses. I would like to read that again for reference to what I want to include in my project. I have several artifacts that I would like to use, but I think the best way to use those artifacts is enclosing the pictures of them in my project. I also want to dedicate a small section referencing these particular artifacts and their significance to my project.
I feel that I have gathered almost enough research to complete the project for now. Obviously, this type of project leaves loose ends that will be for another project or continuation of this one. I was very pleased that I received a card from one cousin with pictures and a couple of stories enclosed in the card. I still feel that I need to interview a couple more people, but I want to finish some more of the writing before doing that so I know what exactly I need from the interviews.
I liked the section in chapter three in "Fieldworking" on artifacts and their uses. I would like to read that again for reference to what I want to include in my project. I have several artifacts that I would like to use, but I think the best way to use those artifacts is enclosing the pictures of them in my project. I also want to dedicate a small section referencing these particular artifacts and their significance to my project.
Thursday, February 19, 2009
Discoveries about research
I spent four hours on Wednesday at the library. I couldn't believe how time got away from me. I was tired of looking on the internet at genealogy sources and wanted to try something different. I decided to wander around the genealogy section just looking at what was available. I decided to look in the county section and was amazed at the different sources available there. Some sources obviously didn't yield much, just presenting references to other sources that weren't immediately available. However, I did find different books that had information or at least gave me ideas of where to look next for information. I found biographies of the county to be a good source of information if a relative could be located. I found several distant relatives that weren't directly related, but the biography included their ancestors which were the same as mine so that was a good reference. Also I found sources such as a county pictorial history book that actually contained several pictures of my grandparents when they were very young. I found high school records that contained information and a cemetery book that listed deaths until a certain year. I have found that dates are exceedingly important. If I don't have close to accurate dates, I waste a lot of time looking in periods where there will be no information.
One of the main problems I found with researching this way was the time involved because most of these books had poor indexes or a lack of indexes so it was a matter of going through the whole book to see if any references were made to relatives. As long as I had an approx. year to go by, I could reference the right books which helped speed things along. Another problem with using books was anything I wanted a copy of, I had to use the copy machine. That wasn't hard, just more time-consuming and I will have to scan what I copied if I want to use it in my project.
This process did give me some more ideas on other sources though instead of just looking at traditional sources online. Plus it also gave me some unusual tidbits that I found very useful.
One thing I have noticed about researching genealogy that I would like to know if others face this same problem is how easily I become sidetracked on one aspect of research and losing what time I have for the research. For example, I want to research my great grandmother so I look at her parents, but then I get caught up on looking at them and their parents and before I realize it, I know more about them than my original intended subject. To help myself focus and stay on track, I'm trying to put that earlier research into a future project to pursue when my original project is completed.
One of the main problems I found with researching this way was the time involved because most of these books had poor indexes or a lack of indexes so it was a matter of going through the whole book to see if any references were made to relatives. As long as I had an approx. year to go by, I could reference the right books which helped speed things along. Another problem with using books was anything I wanted a copy of, I had to use the copy machine. That wasn't hard, just more time-consuming and I will have to scan what I copied if I want to use it in my project.
This process did give me some more ideas on other sources though instead of just looking at traditional sources online. Plus it also gave me some unusual tidbits that I found very useful.
One thing I have noticed about researching genealogy that I would like to know if others face this same problem is how easily I become sidetracked on one aspect of research and losing what time I have for the research. For example, I want to research my great grandmother so I look at her parents, but then I get caught up on looking at them and their parents and before I realize it, I know more about them than my original intended subject. To help myself focus and stay on track, I'm trying to put that earlier research into a future project to pursue when my original project is completed.
Sunday, February 15, 2009
Research thoughts and excerpts
I have included an excerpt from my research journal because it is relevant to the thoughts on gender and researching family history. I have noticed just from these few phone calls how I am referred back to the women in the family for the information confirming my initial thoughts that the women take care of the family history. Beth said the only reason she doesn’t have the books is because she moved to Florida and didn’t have room to store them. She did send me some pictures so that is a big help. The men when I talked with them didn’t know much of anything and didn’t seem too interested in helping me find out anything either. At least I made a little progress, but I feel like I am taking baby steps in finding out information. I am still finding that no matter who I try to find information on, there are more questions that are raised. How I wish I started this years ago when some of the people were alive that would have been of more help.
I found the same thing when I called my uncle on the other great-grandmother's side. He was of no help except for referring me to his sister. He had put together a video of earlier years of the family so I thought for sure that he was interested in the genealogy, but apparently not so much. I think the response of male cousins has only reinforced the idea of women taking care of the family history for the most part in families.
It is amazing how many phone calls I have had to make just to glean a little information. It is exciting though to find bits and pieces of what I need. This whole process of researching and putting together the project reminds me of a jigsaw puzzle. First you try to put together the edges to help make the puzzle easier to put together and to get an idea of how the picture should look. Then you start filling in the pieces and put together the obvious pieces first. Research helps fill in those missing pieces and just like a puzzle, the obscure pieces often are the last to see or the hardest to research because it is not always apparent what is missing.
The draft is hard to write because there is so much information and finding the right direction to go with the writing is hard too. I like chapter eight's idea of just writing the first draft to write and then I can have something to go back and revise.
I found the same thing when I called my uncle on the other great-grandmother's side. He was of no help except for referring me to his sister. He had put together a video of earlier years of the family so I thought for sure that he was interested in the genealogy, but apparently not so much. I think the response of male cousins has only reinforced the idea of women taking care of the family history for the most part in families.
It is amazing how many phone calls I have had to make just to glean a little information. It is exciting though to find bits and pieces of what I need. This whole process of researching and putting together the project reminds me of a jigsaw puzzle. First you try to put together the edges to help make the puzzle easier to put together and to get an idea of how the picture should look. Then you start filling in the pieces and put together the obvious pieces first. Research helps fill in those missing pieces and just like a puzzle, the obscure pieces often are the last to see or the hardest to research because it is not always apparent what is missing.
The draft is hard to write because there is so much information and finding the right direction to go with the writing is hard too. I like chapter eight's idea of just writing the first draft to write and then I can have something to go back and revise.
Tuesday, February 10, 2009
Chapter 8 and other notes
There are some items in chapter 8 that I found useful in putting together this project. I know that it is time to start writing though I have already been writing with this blog and the family journal. It is hard to organize thoughts with so much information so I think sometimes that is why it is hard to start writing the first draft. When I need to write something like a draft, I too put off writing by doing other tasks, anything, but sit down and write. When I finally do sit down to write, I cannot have distractions because I like to write large chunks and keep my thoughts flowing. I agree with the statement in chapter 8 that "we learn more about what we know as we draft." I think that would help me in this project. After going to the library last week, I felt frustrated in not knowing what direction to go next so I didn't do any research on the project over the weekend.
When I start the draft, I think it will help me put down what I do know and help me to see what is missing and what I need to further research to fill in the gaps.
In class someone mentioned voice and what voice to use in the project. Suzanne replied that it depends on the audience and the purpose of the project. I too am struggling with what voice to use in my writing. I know my audience, but there again, maybe starting the draft will help me clarify how I'm going to write. I will look at some of the examples in the textbook to see how some of the essays use their voice. The activity in Box 32 might also help in sorting out this question of how to write the voices in my draft.
I also like the three questions in chapter 8 that is part of thickening the draft on page 432. I think these three questions of "what's going on here?"; "where's the culture?"; and "what's the story?" will help me in rendering my draft. I also think that page 448 offers some more helpful questions in putting together the data into text.
My goal this week is to start writing the draft. I have more information on one person than I do the other, but I think that is okay to start with. It is more important to start writing with what I do have.
When I start the draft, I think it will help me put down what I do know and help me to see what is missing and what I need to further research to fill in the gaps.
In class someone mentioned voice and what voice to use in the project. Suzanne replied that it depends on the audience and the purpose of the project. I too am struggling with what voice to use in my writing. I know my audience, but there again, maybe starting the draft will help me clarify how I'm going to write. I will look at some of the examples in the textbook to see how some of the essays use their voice. The activity in Box 32 might also help in sorting out this question of how to write the voices in my draft.
I also like the three questions in chapter 8 that is part of thickening the draft on page 432. I think these three questions of "what's going on here?"; "where's the culture?"; and "what's the story?" will help me in rendering my draft. I also think that page 448 offers some more helpful questions in putting together the data into text.
My goal this week is to start writing the draft. I have more information on one person than I do the other, but I think that is okay to start with. It is more important to start writing with what I do have.
Thursday, February 5, 2009
Gender issues and research
Why am I writing my project to the women in my family? A good question that deserves some thought and reflection.
In my family, the women have typically been the ones to preserve the family stories and dig into past history and genealogy. I know of three women in the family who have actively pursued genealogy research. I do have a second cousin (male) on mom's side that has done some compiling of family history, but I don't know how much, but at least one male has shown interest. I have five brothers and not a one of them is interested in the past history of this family. My two uncles on my mom's side weren't not inclined to tell any stories, but I will say that my grandfather loved to tell stories. Even so, it was my grandmother who told the most stories and talked about family members. My grandfather talked more about his own stories. Even on my dad's side of the family, anything that we wanted to know about past family members, we asked my grandmother. My grandfather didn't have the answers.
Traditions and gatherings within the family for the most part have been put together by the women. As the oldest sibling of nine, I am usually the one responsible for family gatherings now. I guess I also feel the sense of responsibility to keep the family stories alive and passed down. When we held family reunions on my maternal grandmother's side, each family took a turn to organize it and it was a joint affair between siblings so I can't say only the women put that together.
I do feel that research and genealogy are gender dictated. Of course, that doesn't mean just women work on genealogy, but I think the majority are women. My idea is framed for several reasons. First of course, is the example of my family with most of the family history being passed down or gathered by the women. My second thought on this is that typically women have been the nurturers of the family so they are tuned into family and how it all ties together. I also think that not everyone is tuned into digging into the past history of families. Some people just have the interest to begin with especially if a person is already interested in history.
In my family, the women have typically been the ones to preserve the family stories and dig into past history and genealogy. I know of three women in the family who have actively pursued genealogy research. I do have a second cousin (male) on mom's side that has done some compiling of family history, but I don't know how much, but at least one male has shown interest. I have five brothers and not a one of them is interested in the past history of this family. My two uncles on my mom's side weren't not inclined to tell any stories, but I will say that my grandfather loved to tell stories. Even so, it was my grandmother who told the most stories and talked about family members. My grandfather talked more about his own stories. Even on my dad's side of the family, anything that we wanted to know about past family members, we asked my grandmother. My grandfather didn't have the answers.
Traditions and gatherings within the family for the most part have been put together by the women. As the oldest sibling of nine, I am usually the one responsible for family gatherings now. I guess I also feel the sense of responsibility to keep the family stories alive and passed down. When we held family reunions on my maternal grandmother's side, each family took a turn to organize it and it was a joint affair between siblings so I can't say only the women put that together.
I do feel that research and genealogy are gender dictated. Of course, that doesn't mean just women work on genealogy, but I think the majority are women. My idea is framed for several reasons. First of course, is the example of my family with most of the family history being passed down or gathered by the women. My second thought on this is that typically women have been the nurturers of the family so they are tuned into family and how it all ties together. I also think that not everyone is tuned into digging into the past history of families. Some people just have the interest to begin with especially if a person is already interested in history.
Sunday, February 1, 2009
chapter 5 and other thoughts
The reading of the Hess' "Digital Remembrance" was interesting. It gives some thoughtful insight to having a web site dedicated as a memorial. Normally when thinking about a memorial, it is something tangible or physical, but Hess talks about something that is tangible, but not necessarily physical. One problem though with a memorial web site would be the accessibility for some people especially older people. They might not have access to a computer or know how to find the web site. However, Hess has a great idea that could be used as a way to put up family history and have younger generations want to view and add to the history of the family. A web site would be a great way to involve them. They are so computer oriented that they would be more likely to look at that and also give their input more than if it was presented in other forms.
Chapter 5 provides some helpful information especially in being prepared for interviews and even in putting together family histories. It is definitely best to be prepared with questions to ask and use open ended questions. I think it is more important to be prepared for the unexpected. You never really know how an interview is going to turn out. Try not to start the interview with preconceived ideas because I think it colors the interview. Try starting with a blank slate and really listen. I don't really feel comfortable with taping a family member. It feels more like an interrogation instead of an interview or a visit. I know that it would be a better way to capture all the information given, but I would rather just write furiously to do my best with what is talked about. Sometimes when taped, a person becomes self conscious and won't talk freely. It helps to have someone else with you too at the interview of a family member because you can ask how that person perceived the interview and pick up another perception.
I like the example in chapter 5 of Donna who obtained different variants of a family story from the different family members. I think that is a great idea and I would like to use that on a couple of family stories. What a great way to show that each person has a different perception based on their position in the family and how they remember the past too. I think gathering family stories is a very important part of a family's history. Many of these are oral and haven't been written down, but they should so they can be preserved.
I am finding in my research that I can find statistics, but there is very little else about the people personally. I will have to rely on the people that I can talk to about family stories and their knowledge of family members to put together much of my family project. Interviewing will be crucial to this project and so will the stories.
Chapter 5 provides some helpful information especially in being prepared for interviews and even in putting together family histories. It is definitely best to be prepared with questions to ask and use open ended questions. I think it is more important to be prepared for the unexpected. You never really know how an interview is going to turn out. Try not to start the interview with preconceived ideas because I think it colors the interview. Try starting with a blank slate and really listen. I don't really feel comfortable with taping a family member. It feels more like an interrogation instead of an interview or a visit. I know that it would be a better way to capture all the information given, but I would rather just write furiously to do my best with what is talked about. Sometimes when taped, a person becomes self conscious and won't talk freely. It helps to have someone else with you too at the interview of a family member because you can ask how that person perceived the interview and pick up another perception.
I like the example in chapter 5 of Donna who obtained different variants of a family story from the different family members. I think that is a great idea and I would like to use that on a couple of family stories. What a great way to show that each person has a different perception based on their position in the family and how they remember the past too. I think gathering family stories is a very important part of a family's history. Many of these are oral and haven't been written down, but they should so they can be preserved.
I am finding in my research that I can find statistics, but there is very little else about the people personally. I will have to rely on the people that I can talk to about family stories and their knowledge of family members to put together much of my family project. Interviewing will be crucial to this project and so will the stories.
Sunday, January 25, 2009
Thoughts on Chapter 1 and 2
I have decided to keep a writing journal for my research on my family and use this blog for class thoughts and thoughts on the reading material too. The library tour was so very helpful and it was so exciting to start researching on the library genealogy system.
It is helpful to read about journaling in the first two chapters in our Fieldworking book. I'm learning that I need to write everything down that seems like it could be relevant to my project. I realize that while I am researching, how do I know what I will need when I am ready to put together the final project and I certainly can't go back and recreate everything I come across if I don't write it down. I might try the double entry system and write down facts on one side and my thoughts and perspectives on the other side. I think that will make it easier to go back and look for certain things that I might need when I'm writing.
To me, fieldworking means studying in depth whatever I am attempting, but it means including the people within the project. It reminds me of a sociology project in a way because of the people context. The examples in the reading are interesting because they have shown an outsider perspective, but also to a smaller extent, an insider perspective. I think it is assumed that doing a genealogy project would show an insider perspective because we know our family best more than anyone else. But then, how well do we know our family? The further the generations go back, the less we know our family and it does become more of an outsider perspective. On the other hand, we are so caught up thinking that we know our families, that stepping back and approaching some of the research as an outsider might uncover things that we can't see as an insider. I think that we need both the insider and the outsider perspective when we write about our family because it will add a balance and a fullness to our writing that won't be there when we are too close to the subject and if we write just from an insider perspective.
Genealogy is different than family writing because genealogy focuses more on the facts of a family line and usually is more narrowly defined. Family writing tells more of the story that mere facts can't bring out. Family writing puts the genealogy in context of the time period, makes the people real where genealogy shows a lineage, but isn't focused on the people themselves and their lives.
As I do write in my journal on the research, I will try to keep in mind and answer the three questions of 1) what surprised me? 2) what intrigued me? 3) what disturbed me?
It is helpful to read about journaling in the first two chapters in our Fieldworking book. I'm learning that I need to write everything down that seems like it could be relevant to my project. I realize that while I am researching, how do I know what I will need when I am ready to put together the final project and I certainly can't go back and recreate everything I come across if I don't write it down. I might try the double entry system and write down facts on one side and my thoughts and perspectives on the other side. I think that will make it easier to go back and look for certain things that I might need when I'm writing.
To me, fieldworking means studying in depth whatever I am attempting, but it means including the people within the project. It reminds me of a sociology project in a way because of the people context. The examples in the reading are interesting because they have shown an outsider perspective, but also to a smaller extent, an insider perspective. I think it is assumed that doing a genealogy project would show an insider perspective because we know our family best more than anyone else. But then, how well do we know our family? The further the generations go back, the less we know our family and it does become more of an outsider perspective. On the other hand, we are so caught up thinking that we know our families, that stepping back and approaching some of the research as an outsider might uncover things that we can't see as an insider. I think that we need both the insider and the outsider perspective when we write about our family because it will add a balance and a fullness to our writing that won't be there when we are too close to the subject and if we write just from an insider perspective.
Genealogy is different than family writing because genealogy focuses more on the facts of a family line and usually is more narrowly defined. Family writing tells more of the story that mere facts can't bring out. Family writing puts the genealogy in context of the time period, makes the people real where genealogy shows a lineage, but isn't focused on the people themselves and their lives.
As I do write in my journal on the research, I will try to keep in mind and answer the three questions of 1) what surprised me? 2) what intrigued me? 3) what disturbed me?
Monday, January 19, 2009
Chapter One of Fieldworking - Subcultures
It is easier to define a subculture on someone else. I had to think of what subcultures I belong to. I do have a specific church I attend so that would be one subculture of mine. In this church group, we share specific rituals such as attending services every Saturday together in the morning. We usually have a potluck following the service. It is a standing joke that while officially we have a potluck only once a month and snacks on the other days; it is impossible to tell the difference because it usually is the same amount of food. We keep certain religious days together throughout the year and certain days that others might keep, we don't keep. We share a common behavior within our subculture with our dietary laws of not eating certain foods. In my church group, I could use acronyms for words such as FOT or DUB and anyone within the group would know what that stands for. If I mentioned Worldwide, other members would know that I was referring to the church's past history, not some global event. So this subculture can be quite well defined.
Another subculture I belong to is the auctiongoers group of people. This is not so well defined and a much more of a loose connection than the church group. There are certain understood rules that most abide by. You get there early to scope out what you are interested in. The same ritual is required to get a number so you can bid. It is understood that once you buy something, you are responsible for it, but almost all the people respect boundaries and don't touch what you have bought. You can make deals with what has been bought at the auction if the two parties are agreeable in both reselling and buying. Everyone knows that you have to be fast and don't wave or gesture during bidding if you don't want to buy something. Bring containers such as boxes and bring extra help to cart stuff out and to help bid when there are several rings going at the same time.
It is interesting to think in terms of subcultures because any group that we belong to can be a subculture even where we work, go to school and within our family.
Another subculture I belong to is the auctiongoers group of people. This is not so well defined and a much more of a loose connection than the church group. There are certain understood rules that most abide by. You get there early to scope out what you are interested in. The same ritual is required to get a number so you can bid. It is understood that once you buy something, you are responsible for it, but almost all the people respect boundaries and don't touch what you have bought. You can make deals with what has been bought at the auction if the two parties are agreeable in both reselling and buying. Everyone knows that you have to be fast and don't wave or gesture during bidding if you don't want to buy something. Bring containers such as boxes and bring extra help to cart stuff out and to help bid when there are several rings going at the same time.
It is interesting to think in terms of subcultures because any group that we belong to can be a subculture even where we work, go to school and within our family.
Sunday, January 18, 2009
Start of the Search
My first step has been accomplished with the creation of this blog. Now to start adding in information about my search that has been started on my family history.
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