The Smithsonian Institution has a free downloadable guide to oral history interviewing.
The American Folklife Center has a great page on fieldwork techniques, from a classic how-to guide.
The Veterans History Project has a great field kit you could alter, particularly the audio/video and photo logs.
Folklorist and social justice advocate Kiran Sirah has a free toolkit with specific guidance on interviewing methods and project ideas.
The Local Learning Network's Tools page has interview tips, links to interview guides, and a sample consent form you can alter.
The Online QDA (Qualitative Data Analysis) website has a fairly comprehensive listing of various methodologies, with definitions, examples, and further reading. Some entries are more robust than others.
The same website also has a series of tutorials on qualitative research. See especially the tutorials on project design and data collection.
This YouTube channel by Graham R. Gibbs (University of Huddersfield) includes a series of videos on grounded theory, surveys and sampling, questionnaire design, the research interview, social research methods and design, and more:
It’s important to create rapport with the community you are in. You want to collaborate rather than observe coldly from the sidelines. Sometimes this means participating in events that are boring or outside your comfort range. For example, I sometimes find myself staying up later than I like or perhaps eating something I’m not fond of. But trust your intuition if you feel uncomfortable, and always keep your own safety (emotional and physical) your top priority.
Fieldnotes help you remember your experiences. You will forget things otherwise! I tend to bring a notebook with me and jot things down when possible, and then type up my notes and expand on them at the end of the day. Include the date, day of the week, time, where you were, who you spoke to, and the topics you spoke about (as detailed as you can). Remember the affective dimension- how did you feel? Was there shared laughter? A somber mood? Did the person sit close to you? Did they avoid eye contact? Did they gesture as they spoke? Doodling, for example architecture or food, might also help you remember what you saw.
If you are using consent forms, offer to read them out loud, to avoid embarrassing anyone who may not be literate or a fast reader. Also make sure you use natural language rather than jargon. Explain what it means to be named in a research paper- who might read it? Would they prefer a pseudonym? Also, be sure to ask permission to record and to take photographs if you want to do that. Always explain what you are doing with the information and give them a way to say no.
Take notes on affect, location, gesture, proximity, etc. during the interview. Did the participant pause a lot when talking about a certain thing? Were they excited and speaking fast? Were they animated, using large gestures? Were they keeping their bodies small and still?
Remember, this is a human interaction. It’s okay for you to be human too. People will likely ask you questions too. You can decide if you want to answer them honestly.
Always end the interview by thanking them. They gave their time as well as their honesty about personal things. It’s a gift.
Photographs and video can be useful just for remembering your experience and the people you collaborated with. Or you may want to use it to augment your written thesis, or for a different kind of project (documentary, website, poster presentation, conference presentation, future classes you teach, and so on). Make sure you ask permission of anybody you photograph or video record. Some people may expect payment of some kind, so be prepared with some sort of response.
Questionnaires can be useful for a few different reasons. You might use them as a survey tool at the beginning, to figure out who you want to follow up with an in-depth interview. Or you might use them to accompany an interview, for example to record demographic information.
Questionnaires are not a good idea if your participants are not literate or have difficulty with vision or hand mobility.
Make sure to word questions as inclusively as possible. Allow space for all identities and don’t make any assumptions. Free text answers take longer but can be more respectful than multiple choice. Also, don’t just ask ALL the demographic questions without considering which are actually important to your research.
If you're lucky, you might have a ready-made group of people willing to talk to you. This is rarely the case! Field researchers often have to stretch their interpersonal comfort levels to meet people. Here are some suggestions:
The question of what we call the people who talk to us is a fraught one. Terms are imprecise and often have troublesome connotations. Here are some possibilities:
There is no such thing as a perfect fieldwork experience! Expectations and reality don't always match up, technology may fail, a participant may decide they'd rather not be recorded, you might get lost and show up late, and so on. Don't despair: it's always a learning experience and these things happen to the most experienced field researcher. Here are some common challenges you may want to prepare for: