Fun at SLIG 2019!

     The 24th annual Salt Lake Institute of Genealogy was held January 13-18, 2019 at the Hilton Salt Lake City Center in downtown Salt Lake City. Again, this institute had students from all across the United States and the world! From Alaska to Florida, from Maine to California, and England to Australia. Over 400 people came to Salt Lake City for this world-renowned genealogy institute.

     The Institute covered a wide range of topics from methodology to genetic genealogy, from languages to maps, from ethnic and regional research. This year marked a lot of firsts for us. Our first African-American course, coordinated by LaBrenda Garrett-Nelson, JD, LLM, CG, CGL; our first Native American course, coordinated by Rick Fogarty; and our first sponsored support team, provided by Legacy Tree Genealogists.

     We also introduced our first Academy for Professionals held the week after SLIG. These courses were geared for the professional on topics like professional client writing to business strategies and public speaking.

     Our second successful Tech Day was held on the Saturday between SLIG and the Academy where genealogists could get technological training on various systems and research methodology.

     Yes, our students learn a lot, but they also have fun! Below are some of the many photos from SLIG.

Thank you for all the student's photographs!

Some fun memories...

Until 2020...

SLIG is only 4 months away!

I am looking forward to learning more about the 2013 SLIG students. We will do some sharing in Course 1, American Research and Records: Focus on Localities.

One of the ways I began my research pursuits was visiting the state archives here in Minnesota and devouring the info in finding aids. Then I began ordering boxes of original records and some were not to research my own family, but were for expanding my knowledge. I wish more people would visit archives, courthouses, library special collections and other places to research in the billions of pieces of paper that are not microfilmed or digitized. It’s such a rewarding experience.

One of the most rewarding things about being a genealogical educator is sharing that knowledge with others. I get to experience joy when students and readers report back on what they found or how I helped them solve a brick wall issue. I love problem solving and I hope that shows during the one-on-one consultations that are part of the intermediate American Records course at SLIG.

Two of the big advantages for attending SLIG are the instructors and the accessibility to the Family History Library. The instructors represent many years of experience and knowledge in a myriad of areas. I love being able to instruct about a particular time period, technique, or set of records and telling the students to go to the FHL right after classes and put that info to immediate use.

The camaraderie and friendships that develop out of SLIG are phenomenal. I love chatting with other instructors and I still keep in contact with students from as long ago as the second year of SLIG.

There are still some seats open in Course 1. Sign up today and be a part of a fantastic group of students who will be learning great things, making new friends, and having fun, too. We are not serious every moment and there is time for sharing your knowledge and your research issues, too. Check here http://www.infouga.org/aem.php?lv=p&epg=27 to see the course titles, instructors, and the consultants. They are all wonderful educators, too.

See you in January in Salt Lake City.

Now I better get back to working on the syllabus material for my course and for the other two courses in which I am teaching.

Paula

Paula Stuart-Warren

PaulaStuartWarren@gmail.com

http://paulastuartwarren.blogspot.com/

Thomas MacEntee on why YOU should register for SLIG

1.       When did you first start researching your family history? Was there a moment when you knew you were “hooked?”

I started around 1991 when I was handed a copy of a printed genealogy for my Putman line. Genealogy of David Putman and His Descendants was printed in 1916 and the stories about Johannes Putman are what “hooked” me.

2.       Do you have a pet ancestor? Can you tell us a little bit about what makes this person so special to you as a researcher?

My pet ancestor is actually someone I knew and who had a big impact on my life: my great-grandmother Therese McGinnes Austin. Not only was she imposing physically (over 6 feet tall), so too was her character. I am still uncovering her entire story, even after she passed in 1989 at age 94.

3.       What record set to you believe is the most under-utilized? What advice would you give students in using this record set?

My favorite record set right now is the collection of upstate New York newspapers at Old Fulton Postcards (http://www.fultonhistory.com/fulton.html).  Most researchers of American genealogy should have this in their research toolbox, even those with research in the Midwest and beyond. With over 19 million searchable pages, it is filled with valuable data and it is free!

4.       What books and periodicals would you recommend for intermediate to advanced researchers? Are there any lesser-known texts you advise?

Related to the Technology track I am coordinating, I’m going to take a different approach and recommend a few blogs related to technology that can help any genealogist improve their tech skills:

Lifehacker: http://www.lifehacker.com
Makeuseof.com: http://www.makeuseof.com
Free Technology for Teachers: http://www.freetech4teachers.com

5.       What is the most rewarding thing about being a genealogical educator? What advice would you give for those who would follow in your footsteps?

Like most educators, I feel rewarded when someone “gets it” or when they are in that state of revelation where they can connect the dots.  I believe that being better aware of technology and the tools available can help genealogists get to that point.

In my mind, to be a good educator, you yourself must be open to learning new things. You should be constantly curious and place yourself in that state of “I don’t know.” A thirst for knowledge can be contagious and your students will pick up on this.

6.       Why would you recommend a student attend SLIG in general?

I would recommend SLIG because there are many options in terms of subject matter and then once you select a track and get to SLIG, the learning environment is a supportive one. The coordinators and SLIG staff make sure that your learning is priority #1 and work hard to provide a week where you will not only be able to pick up new skills and knowledge, but expand your genealogy network and meet new friends as well.

7.       Will you tell us a little bit about what makes your SLIG course unique among genealogical education offerings?

My track – The Genealogist’s Guide to the Internet Galaxy – is basically a boot camp for genealogists who feel overwhelmed by technology and also have a fear of falling behind in terms of their “tech quotient.” The classes in my track will not only cover some of the latest technologies, but also help you develop an approach to managing technology and keeping tabs on the technology news you need as a genealogist.

8.       Do you have a website where students can learn more about you?

Yes – several in fact:
High-Definition Genealogy: http://www.hidefgen.com
Destination: Austin Family: http://www.destinationaustinfamily.com
GeneaBloggers: http://www.geneabloggers.com

9.       Will you share something with us that students may not know about you? Perhaps a non-genealogical hobby?

I was a ballroom dancer during the late 1980s and most of the 1990s. I specialized in West Coast Swing, Lindy Hop and Jitterbug.

10.   Any parting thoughts or advice?

Don’t be afraid to forge your own path, even in an established field like genealogy. Our ancestors didn’t always get ahead by accepting the status quo.  Many of them questioned the generally accepted standards of their day and set out to build a vision of what they felt their world could be.

Pam Sayre Chats About Research and SLIG

Next up in our SLIG blog series is Pam Sayre, CG, CGL. She's taken time out of her very busy schedule to answer a few questions for us.
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Why would you recommend a student attend SLIG in general?

SLIG represents the opportunity to leave behind every-day cares and responsibilities to time-travel to visit your ancestors. You'll spend a week with like-minded people who will understand your passion and obsession, and you'll learn from some of the best genealogical educators in North America.

Beyond that, your soul will be fed by the majesty of the snow-capped mountains constantly in view and the inspiration of the world's largest genealogical library a short block away where you'll most likely want to spend any spare time during the week.

Will you tell us a little bit about what makes your SLIG course unique among genealogical education offerings?

My husband Rick Sayre and I conceived the curriculum for the Researching in Washington, DC course at SLIG as a way of leading researchers to federal records and repositories such as the National Archives, Library of Congress, or DAR Library, which they might never visit in person. So much is available on the institutions' websites, but only a portion of what they hold if you're fortunate enough to visit in person. However, many records, especially those held by NARA, can be viewed on microfilm at the Family History Library in Salt Lake City. So between the online databases at Washington-area repositories and the film at the FHL, one really can do a lot of research at home!

When did you first start researching your family history? Was there a moment when you knew you were “hooked?”

Mrs. Novice Kirkpatrick, my eighth grade language arts teacher in Artesia, New Mexico, taught us about dialects and regionalisms in the United States, and she told us a bit about the origin of surnames. We were asked to determine how our surname might have originated, and I was off to the public library, which had only a couple shelves of genealogy and heraldry-related books. I learned that my surname, Boyer, was similar to Bowman or Archer--they were people who used bows and arrows. That, and an extreme fascination in my parents' and relatives' Ozarks accents and regionalisms, sparked my imagination.

Every time we traveled "home" to Missouri from New Mexico to visit relatives, I listened to the grownups' conversations about the "old days," and I asked about their grandparents and what life was like when they themselves were children. When I spent summers on my maternal grandparents' farm, I accompanied my grandpa to his part-time job at the local school, and I spent that time in the cemetery across the street. There I found my mother's mother and brother, her maternal and paternal grandparents, and a whole slew of other people with their surnames. Who were these people? I *had* to know. One tombstone in particular piqued my interest--it read simply, "Joel Westmoreland, Co. D, 12 KY Inf." I asked my Grandpa about it, and he said it was his father who had died when he was a young boy. He didn't know anything about his military service. At the time I had no way of knowing that the rounded top of the stone and the period in which he lived provided the answer - Union veteran of the Civil War. A couple years later, my Grandpa would give me his mother's worn well-read little personal Bible in which lay preserved an original discharge from the Union Army for Joel Westmoreland. Granny had also placed into her Bible a hand-written list of all her children's names and dates of birth, and that of herself and her husband, Joel, and their marriage date. I was off and running!

Do you have a pet ancestor? Can you tell us a little bit about what makes this person so special to you as a researcher?

I am fascinated by all my colorful ancestors, who often provide more footprints in court records than in church records. One of my favorite, though, is Henry Tibbs, a tobacco farmer in Metcalfe County, Kentucky. This Henry Tibbs (sometimes Tebbs--but spelling doesn't count in genealogy) appears at about age 21, and he married Arminta Smith. Another same-named individual of about the same age has thrown some researchers off, but there were definitely two Henry Tibbses in the same area.

I have tried to find Henry's father by scouring a many-county area of Kentucky and looking at all the Tibbs men--this Henry doesn't fit with them. A second cousin once removed proposed a theory that Henry was actually the son of Nathaniel Parrish, and we did find that Nathaniel had a son named Henry Parrish, the same age as my Henry, and Nathaniel married Nancy Tibbs. Aha! One might jump to the conclusion that Nancy already had a son named Henry Tibbs when she married Nathaniel, but it doesn't pan out that way.

So how did Henry Parrish become Henry Tibbs, and why did he choose to take his step-mother's maiden name? Family lore has come down in several lines of this family, from Kentucky to California, that Henry Tibbs was Indian (Native American), and everyone points to the typical "high cheekbones" and "familiarity with herbs and healing." It *is* possible that Nathaniel Parrish's first as-yet-unidentified wife was Indian, but no proof has been found in censuses and other records that provide racial or ethnic identity.Two marriage bonds for a potential marriage of Arminta Smith to 1) Henry Parrish, and a year later to 2) Henry Tibbs support the theory that Henry really was a Parrish and for some yet unknown reason changed his name to Tibbs when he became 21. I can't wait to talk to Great-great-grandpa Henry in the future and find out his whole story!

What record set to you believe is the most under-utilized? What advice would you give students in using this record set?

Most definitely court records, whether civil suits among family members or criminal case proceedings or federal actions. Court records are not among the easy records to be "cherry-picked" by new or inexperienced researchers, but they do yield some of the richest and most exciting details about ancestors who appear very few other places.

Start at the county level and look for indexes for divorce, civil proceedings, or criminal court cases. Bear in mind that not every person involved in a case will appear in an index, so you'll have to pay particular attention to collaterals and neighbors to find your ancestors. Search automated tools such as Lexis/Nexis for references to state supreme court cases that mention an ancestor. And at the federal level, visit the National Archives regional facility that holds the federal court records for the area where your ancestor.

Request and peruse docket books or any minutes of court records that exist for evidence of your ancestors' presence or dealings with the law. Even illiterate farmers knew how to use the legal system to sue siblings or other kin over a tiny piece of land or personal property!

What books and periodicals would you recommend for intermediate to advanced researchers? Are there any lesser-known texts you advise?

I'm convinced that most genealogists don't use records from the National Archives because they think it's too difficult or expensive. I recommend Guide to Genealogical Research in the National Archives (Eales and Kvasnicka), familiarly called "The Genie Guide" by many researchers, as a great way to get an overview of the richness of records available at NARA. Then the three-volume set Guide to Federal Records in the National Archives of the United States (Matchette), online and every-word searchable at the NARA website (http://archives.gov/research/guide-fed-records), drills down to detail the record groups held by NARA. These two important reference works are often ignored or underutilized by intermediate and advanced researchers.

What is the most rewarding thing about being a genealogical educator? What advice would you give for those who would follow in your footsteps?

The lightbulb! I love that delighted look on a student's face that says, "Oh, wow, I could find that for MY ancestor?" I enjoy follow-up e-mails for former students, sometimes years later, when they excitedly tell me the details of a new find they made thanks to something they learned in our class.

Teaching any subject is a labor of love, but teaching someone to explore history and find an ancestor and then learn just who that person really was in this life--not just a few dates--that's a powerful mission that should be cherished and nurtured and passed on. If you want to teach genealogy, continue to learn yourself. There's always more to learn and teach about family history.

Will you share something with us that students may not know about you? Perhaps a non-genealogical hobby?

Who has time for anything besides genealogy? Some of my friends quilt or garden or scrapbook, but I just do genealogy. I think this fascination is partly rooted in my early career in law enforcement as an investigator. I'm still investigating, but the cases are usually very, very cold.

Any parting thoughts or advice?

Just do it. If you're interested in family history, get started now while many family members can still share their memories and knowledge with you. Ask all kinds of nosy questions, visit all your extended family, and record what you find with a note about where you found it and what your opinion of the information is (I had to sneak in source citation and evidence analysis, even for beginners).

Researching English Ancestors: Beyond the Parish Register. Learn more with Apryl Cox!

Why would you recommend a student attend SLIG in general?

SLIG is an intense immersion program where you are instructed by experienced professionals during the day and have the opportunity to practice what you learned in the evening. The close proximity of the Family History Library is definitely a plus!

Will you tell us a little bit about what makes your SLIG course unique among genealogical education offerings?

Researching Your English Ancestors: Beyond the Parish Register course is a fantastic opportunity to learn about valuable lesser-used records of England from British research experts who actually use these records and lecture about them worldwide. 

Eventually, all British researchers who want to extend their ancestral lines beyond the 19^th and 20^th centuries will need to understand and employ a variety of England’s lesser-used records. What better time and place to learn about these records than in a SLIG immersion course.

When did you first start researching your family history? Was there a moment when you knew you were “hooked?”

I began researching my family history when I was 16 or 17 years old and dabbled with it over the next 20 years while pursuing college degrees and working full-time. Serious pursuit of my family history began in 1989. I soon became “hooked” as I learned about my ancestors’ lives and came to appreciate their history—my history. The more I learned about my ancestors, the more I understood myself. I started to feel connected to the universe in a way I hadn’t experienced previously. Family history wasn’t just an interest or a hobby anymore; it became a mission to fulfill. I felt compelled to discover not only my ancestry, but also my husband’s. Serious pursuit of family history as a business happened about 2004.

Do you have a pet ancestor? Can you tell us a little bit about what makes this person so special to you as a researcher?

How could I pick just one? I intensely respect and admire my Simpson and Wake lines from Northumberland and Durham counties in England. Some were entrepreneurs with keen business acumen. Others were coal miners and railway workers whose challenging lives I have come to admire due to my study of the social, economic, cultural, and political history of the   coal-mining areas of Durham County.

Of course, I have my favorite villains too—an illegal alien ancestor who associated with the mafia in New York City, a Civil War deserter who ended up in Sing Sing (a federal prison in New York) after being convicted for highway robbery, and so on.

I have learned from my ancestors that we all have strengths and weaknesses, and moments of brilliance and despair. Sometimes we make serious mistakes, but I believe our choices are usually based on what we believe is best for us at the time. This attitude helps me to accept what I learn about my ancestors, to better understand them, to appreciate them, and in turn, to better understand and accept myself.

What record set to you believe is the most under-utilized? What advice would you give students in using this record set?

Probate records! So many English research problems are resolved with probate! I’ve identified the parents of children who were never christened (or whose christenings weren’t recorded), linked generations by using properties described in wills, discovered previously unknown family members, and extended ancestral lines by several generations using probate.

My advice for students interested in using England’s pre-1858 probate records effectively is to learn how to deal with the hierarchical ecclesiastical court structure, take a paleography course, and look for little clues in the probate records that can bring large results.

What books and periodicals would you recommend for intermediate to advanced researchers? Are there any lesser-known texts you advise?

I would definitely recommend Mark Herber’s Ancestral Trails (Stroud, Gloucestershire: Sutton Publishing Limited, 2004) for a general overview of England’s records.  Depending upon the topic, there are many more specific books I would recommend (you’ll have to attend this English course to construct a list!)  For example, if you want to learn more about British Army records, I would suggest two excellent well-written books—Simon Fowler’s Army Records for Family Historians (London: PRO Publications, 1992) and Michael J. Watts and Christopher T. Watts’  My Ancestor was in the British Army (London: Society of Genealogists, 1995). 

What is the most rewarding thing about being a genealogical educator? What advice would you give for those who would follow in your footsteps?

The most rewarding aspect of being a genealogical educator is “seeing the light go on” in students’ faces. It’s the “ah-hah!” moments when bits of scattered information come together in a meaningful way.

My advice for those who want to become genealogical educators is to begin right now. Develop lessons on topics that you are comfortable with and find a location where you can present them. Perhaps a local Family History Center will allow you to conduct classes if you make arrangements in advance. Experience is critical—so is student feedback.

Will you share something with us that students may not know about you? Perhaps a non-genealogical hobby?

I am a hiking fanatic! Saturdays and vacations are built around hiking adventures. This addiction is not only good exercise and a stress reducer, but it satisfies a need for solace and beauty.

Any parting thoughts or advice?

Come with an open, inquisitive mind and apply what you learn as soon as you can. Nothing substitutes for experience!

Josh Taylor on Research, SLIG, and Raquetball!

Josh Taylor will be coordinating "Bridging the 1780-1830 Gap: From New England to the Midwest (and points in between)" at the Salt Lake Institute of Genealogy in January of 2013. I had a chance to catch up with him and learn a little about what makes him tick:

When did you first start researching your family history? Was there a moment when you knew you were “hooked?”

My first taste of family history came when I was just eight years old, with my mother using a very early computer database. It wasn't until I was 10 that I was "hooked," when my grandmother showed me the 1850 Census for John W. Allison and his family in Gallia County, Ohio. Living above him was Thomas Allison, whom my grandmother was trying to prove was the father. I was instantly hooked on the mystery and the need to solve a puzzle. 

Do you have a pet ancestor? Can you tell us a little bit about what makes this person so special to you as a researcher?

A pet ancestor? Most certainly! Reason Shoup has sent me trolling through more records, courthouses, libraries, cemeteries, and other locations than I can count. Reason was born in 1816, most likely in Adams County, Ohio and died before 1850 somewhere between Ohio and Lee County, Iowa. He was my first true "brickwall," as his appearance in records (including the census) is almost non-existence. While I have since discovered his parents (or am at least 99% sure), Reason taught me how to research, how to make conclusions, and balance "negative evidence" against the few "document scarps" he and his family left behind.

What record set to you believe is the most under-utilized? What advice would you give students in using this record set?

By far, I think we all under-utilize land records (in all shapes and forms). So many questions and outstanding research problems have been solved by simply reading and analyzing land records. My best advice for using land records? Use them as a collective resource, take time to "read the deed," and trace each piece of property through the records.

What books and periodicals would you recommend for intermediate to advanced researchers? Are there any lesser-known texts you advise?

From my graduate school days, I became quite fond of After the Fact: The Art of Historical Detection by James West Davidson and a little little known gem, Dust: The Archive and Cultural History by Carolyn Kay Steedman.

As far as resources strictly for genealogists, I still use the Genealogical Research: Methods and Sources books published so many years ago by the American Society of Genealogists. Written before the Internet, they provide some key grounding in records and localities that you really cannot find anywhere else. 

What is the most rewarding thing about being a genealogical educator? What advice would you give for those who would follow in your footsteps?

One of the most rewarding aspects of being a genealogical educator is being able to watch students actually apply the sources and methods you share. With every application comes another lesson for how to use a particular record set, so you are yourself always in a state of learning. Watching someone discover a record set for the first time, and then find another link for their research makes it all worth it. As far as for someone who wants to become a genealogical educator, I think that we commonly underestimate our knowledge and our ability to share with others. Develop a teachable mindset as you are teaching, and you and your students will benefit. 

Why would you recommend a student attend SLIG in general?

 SLIG is a unique opportunity to expand your skills while in a classroom setting. The close proximity to the Family History Library enables you to immediate put your new skills to the test, which gives you the chance to learn and ask additional questions as needed throughout the week. In addition, selecting a course devoted to a particular topic is an excellent way to focus your research early in a new year. 

Will you tell us a little bit about what makes your SLIG course unique among genealogical education offerings?

Bridging the Gap will cover one of the most difficult time periods to research in the United States. The establishment of the United States of America, the War of 1812, and the rapid expansion of the United States can cause quite a few problems for researchers. One unique factor of this course is its setting within the background of migration from New England and New York into the Midwest. Each day focuses on using particular record types to solve genealogical problems between 1780 and 1830, and each of the major states will enjoy its own case study treatment, where an instructor will share a research project that is tied to a particular locality and time period. In addition, the course offers a group-project or individual research time at the Family History Library, to allow students with an opportunity to dive into the sources we discussing in class. 

Do you have a website where students can learn more about you?

You can visit www.djoshuataylor.com to find out a bit more about me, if you wish. 

Will you share something with us that students may not know about you? Perhaps a non-genealogical hobby?

Something that many might not know about me is my intense love of racquetball. I have found that Racquetball courts are an excellent place to think through complex genealogical problems or being composing outlines for lectures and articles. I certainly do not profess to be any "good" at racquetball, but I at least enjoy playing whenever I can.

Any parting thoughts or advice?

Just one, register early - SLIG fills up so fast!

Paula Stuart-Warren, SLIG Coordinator Extraordinaire

Why would you recommend a student attend SLIG in general?

That’s an easy question but it has multiple answers. Let me list some of those: camaraderie, knowledge, networking, sharing, the other students, the experience, fun, and advancing our own family research. It’s almost like learning in the midst of an enlarged family who truly understands you. Best of all, this is the one Institute that gives us such close proximity to the fabulous Family History Library so we can put our knowledge to research use immediately. 

Will you tell us a little bit about what makes your SLIG course unique among genealogical education offerings.

This is an intermediate course that takes the students beyond the basic census and vital records and focuses on 19^th and 20^th century United States resources. It offers a look at resources that are often not included in beginning genealogy guides. It brings together wonderful instructors who are unselfish in their sharing and who have brains that continually amaze me with their depth of knowledge and understanding. The class has a research project for the week that helps with analysis, research planning, the research and the networking that can solve research issues. Then there are the one-on-one consultations onsite in the Family History Library so that you can bring your own family research for a look by someone who hasn’t seen it before and who may give you some new research insights that you can research right there! It’s actually a two-part course that has different classes in the two year rotation that make up the full course. It offers more than the usual twenty hours for a SLIG course.

 

When did you first start researching your family history? Was there a moment when you knew you were “hooked?”

It all began with my oldest son’s school project. I was actually hooked two times. First was when my late father-in-law kept insisting his mother’s maiden name was Warren. I would say that’s her married name. He would insist it was her maiden name too. He was correct. His parents were first cousins, once removed. Then I took a history course about St. Paul, Minnesota. I learned about tracing business histories. Checking for the regular and business listings of my maiden great grandaunts in the city directory I saw that two men lived at the same address. Who were they? I wanted to know. I asked my maternal grandmother and she acted like I should have known who they were – her uncle and grandfather. I wanted to learn more about all these people and haven’t stopped yet.

Do you have a pet ancestor? Can you tell us a little bit about what makes this person so special to you as a researcher?

I really sat and thought about who would be my pet ancestor. There are many due to their stories or the stories I am trying to figure out. I have two who continually confound me. One is Georgiana Margaretta Reinhardt. She apparently died sometime between 1878 and 1885 in either the province of Quebec, or Wisconsin, or some point in-between. I cannot find her and the family in the 1880 Wisconsin census or the 1881 Canadian census. She is not buried with her husband or son in Superior, Wisconsin nor is there a burial record in the church where her last children were baptized in Montreal or the family church in Rawdon, Quebec, Canada. The other pet person is her mother Clarinda Copping Reinhardt Jones. She is said to have had a beautiful singing voice (not inherited by me) and I want to know why her father wrote in his journal in 1836 where they lived in Rawdon: “This is a fine day and I and some of the children were at Church and behold I saw my Daughter which surprised me that she should have a face to be in Church where she is known and knows the state she lives in.” I really want to know the story behind that statement. I need to research onsite in Canada to continue the quest on these ladies.

What record set do you believe is the most under-utilized? What advice would you give students in using this record set?

Many people ignore manuscript collections that are in libraries, historical societies, and archives all around the United States. The personal, business, and organizational papers hold family history details that are often not found since most are not online. Some personal papers include extensive genealogical research done by others, vital records, family relationships, and so much more. Learn how to access any indexes and finding aids and if you can, visit the place where some family details are held in the millions of manuscript collection that are waiting for us eager researchers.

What books and periodicals would you recommend for intermediate to advanced researchers? Are there any lesser-known texts you advise?

I suggest reading as many back issues of genealogy periodicals as you can for all your ancestral locations. The information found in these may not be described anywhere else. The cemetery or newspaper index may not be online or anywhere else. The first-hand account of researching in a specific library might only appear there. As for texts that are helpful I make great use of my guides to various repositories, the online guide to the National Archives (www.archves.gov), and guides that were published even ten or twenty years ago. The helpful information in these makes for good reading during breaks from research. I read several of the scholarly genealogical journals to be reminded of the research process in tough cases, of methodology to solve burning issues, and to gain insight into the minds of the authors. The footnotes often lead me to some exciting resource discoveries.

What is the most rewarding thing about being a genealogical educator? What advice would you give for those who would follow in your footsteps?

I love the looks on someone’s face as they hurriedly jot down a note based on what I just said. Or the moment when that lightbulb goes off in their head. That tells me I have just shared a great piece of information that makes sense to them. Having research knowledge in my head and not sharing it is selfish. Other people taught me and now I can share that and more that I have learned on my own. It is important to remember we are educating, not entertaining. That we are sharing but can also learn from our students. That our students don’t want to be lectured to, but talking to or with is better. That our adult students need visuals to help them learn. And lastly that our students still need to learn about records and repositories along with databases, websites, and social networking. It’s all part of the package.

Do you have a website where students can learn more about you?

I have blog, Paula’s Genealogical Eclectica, at www.paulastuartwarren.blogspot.com. My email address is PaulaStuartWarren@gmail.com and I am happy to respond to questions from folks trying to decide if this course is for them.

Will you share something with us that students may not know about you? Perhaps a non-genealogical hobby?

In addition to spending time with my four grandchildren, I love to drive in my car and not on the interstates. Seeing the many parts of this beautiful country is special for me. Though I don’t drive to Salt Lake City from Minnesota in the wintertime, I have done so at other times of the year. This summer I am taking my three youngest grandchildren on another driving trip in part of Minnesota that I call our history tours. This is being done by popular demand after last summer’s tour. Of course, there are hotel pools involved on some of the nights. All this will be done after I get to shed a few tears at my oldest granddaughter’s high school graduation.

Any parting thoughts or advice?

Don’t delay genealogy education. Keep up with continuing education. No one can know about all the resources, places, websites, databases, indexes, and more. Don’t neglect the books that are on library shelves. Much sage advice in those still is good in today’s world. Learn about the websites, digitized images, and finding aids that others put online. But read them, don’t just skim the information.

Interview with Judi Hansen, Problem Solving Coordinator

Will you tell us a little bit about what makes your SLIG course unique among genealogical education offerings?

Problem Solving is unique in that a student learns new skills and techniques by working on their own research problem during the week.

Their ultimate success depends upon the problem chosen, their preparatory work putting together their project submission, and availability of records easily available in the Family History Library or Internet resources.

The Problem Solving course is a directed practicum: the student, with the assistance of interested consultants and peers (fellow students in the group) enhances and applies specific methodology, analysis, and evaluation skills in research. The format of the problem-solving courses is designed for each student to receive specific help on his/her own project, and also to learn from study of the other student submissions and from the research and methodology discussion and suggestions given for the other projects. Brief discussion of specific records, analysis or evaluation techniques, or writing suggestions will be included as consultants see need.

Each problem solving student chooses his own curriculum – by focusing on one ancestor, ancestral couple, or particular genealogical question.

Choose a problem that is of personal interest and is not under constraints imposed by others. Research being done for hire or for possible submission for CG or AG should not be used, because of time/research constraints imposed by client or submission requirements of being only own work.

The Problem Solving course takes place in 3 parts: designing, working, and sharing.

Designing:  after registering and before Oct 30, each student submits a Problem Solving Project, with the following elements: a short 1 page summary of the Problem,  pertinent research logs, family groups, pedigree, maps, time line, and five page report about the research problem being submitted.

Working:  During SLIG, daily meetings held with assigned group reporting on progress of extensive research, analysis and evaluation of own project

Sharing: After SLIG: each student completes a new written summary of their research project, discussing sources used, new findings or lack of findings, conclusions and what to consider next in future research. 

IF at the end of SLIG week, the group consensus is that research possibilities have been exhausted for the problem, leaving no further avenues to pursue, the student is encouraged to put the project “on the shelf” – writing a final evaluation report which states final conclusions with supporting evidence, and details research steps, sources and analysis. The summary should be shared with those interested including fellow PS Group members and consultants.

When did you first start researching your family history? Was there a moment when you knew you were “hooked?”

I have always been interested in family stories, and even when very small would slip back into the room where grownups were talking to listen to their family stories. When I was eight I interviewed my great grandmother, asking her about her life, particularly when she was a little girl, and have been hooked ever since.

Do you have a pet ancestor? Can you tell us a little bit about what makes this person so special to you as a researcher?

I think my “pet” ancestor is the one I am currently working on so I have had many “pet” ancestors. I will share one example, my great great grandmother, Karen Marie Sorensen Lewis. I had known brief stories about her and where she was buried, but did not learn to appreciate her life until I looked for documentation. To me she was an example of surviving adversity. Karen was the eldest in a poor family in Denmark, and, like many, left home to work for others after her confirmation, returning to her parent’s home a few years later to have a child.  Her parents were scraping together means to emigrate to Utah, sending the family piecemeal. In 1864, with a young baby and her brother, Karen went to Copenhagen, took a ship to Hull, train to Liverpool, ship to New York (her baby was buried 3 days before landing), train to near Wyoming, Nebraska, where they joined a wagon train to Utah. Karen later married Daniel Lewis and had 9 children, 3 died of childhood diseases. 

After her husband died in 1905 as a result of a runaway team, Karen followed some of her children to eastern Idaho. Her youngest daughter’s husband was killed in a fight over water rights leaving her a widow with small children, and her second daughter died of illness, leaving a large family. Karen was on hand to be of assistance to both families. I probably felt most connected to her when I learned via family tradition that she was extremely ill the whole crossing of the Atlantic, suggesting that she, like me, had a severe problem with motion sickness, making most travel difficult.

What record set to you believe is the most under-utilized? What advice would you give students in using this record set?

As a southern states researcher, I have had great success in finding answers in court minutes and tax records. I feel both are under-utilized, especially court minutes. Unless someone has transcribed them, and provided an index, they are very time consuming to use. Often answers are found reading page by page. If abstracts for minutes are located, it is critical to determine if the abstracter included all entries or only selected specific types of entries. If a researcher has an approximate date when an event may have occurred one can read just for that time period, but may miss ancestral entries for other events not yet known to the researcher.  In using court records, the first issue is determining if minutes were kept, if they still exist, and where one can obtain access. Next, is determining what types of information were included and specific issues to search for. Then, having the time to read to locate ancestral information, understanding the laws of the time period is critical to being able to analyze the information found.

What books and periodicals would you recommend for intermediate to advanced researchers? Are there any lesser-known texts you advise?

A researcher should have some texts specific to the area or record type they are searching as well as general genealogical texts. For example, if you are interested in North Carolina (my current focus in personal research), use North Carolina Research, Genealogy & Local History, by Helen F Leary, It is invaluable for understanding North Carolina Records, and a good source for understanding records in general.

There are many good reference books. I recommend using wiki.familysearch.org for specific suggestions for texts as well as research strategies, records, and brief history for the areas of interest. To be effective in Problem solving a student should have both a general knowledge of records and sources as well as those specific to the time and locality of the specific project. Consultants and group members often are aware of lesser known or local resources that are helpful. The more widely you read the more likely you will find information helpful to your research.

Currently, I have The National Genealogical Society Quarterly, The American Genealogist, The North Carolina Genealogical Society Journal, The New England Historical and Genealogical Register, the New York Genealogical and Biographical Record, and Crossroads, and read others as I have time, opportunity, or need. All serve to provide examples of treatment of families, and analysis of records and sources.

What is the most rewarding thing about being a genealogical educator? What advice would you give for those who would follow in your footsteps?

Helping others become more adept in their genealogical pursuits, and seeing their enthusiasm and excitement as research strategies bring success.

Those who wish to become genealogical educators need to bring a passion for genealogy, a genuine caring for people, and a willingness to share to knowledge to lift up others and help them succeed.  They should develop presentation skills that enhance their message, and be able to convey a depth of knowledge in simple terms for others to easily follow. Genealogy is a fast growing hobby and profession and good educators are needed at all levels.

Why would you recommend a student attend SLIG in general?

They are able to focus on genealogy and genealogical endeavors for a week away from family, work, and other distractions. They gain skills and understanding they can use personally and professionally and will make new friends who share a passion for genealogy and could provide a network when assistance may be needed outside their local area. Above all, SLIG can be a week of fun, while enhancing skills.

Will you share something with us that students may not know about you? Perhaps a non-genealogical hobby?

I have spent over 30 years in scouting, sometimes as den leader or 11 yr old leader, but mostly in support roles, particularly with responsibility for advancement. Besides being “leader specific” trained in all families of scouting, I am Woodbadge trained, EDGE trained, and am attending Philmont training this summer. I currently serve on the Eagle Committee as mentor, project approval and Eagle Boards, as well as chair for Adult Recognition in my district. In the council I serve on the Commissioner College Committee and the Council Registrar for Commission College. In our very large far-flung council we are holding 5 colleges a year to meet commissioner needs. I have received a Silver Beaver, and am finishing my Thesis for my College of Commissioner Science Doctoral Degree. It is a joy to meet outstanding young men during the Eagle process, and dedicated adult scouters working to provide a scouting program and support system to give young men opportunities and experiences for character development, citizenship training, and personal fitness, and role models as they learn to become men.

Any parting thoughts or advice?

Genealogy and family history is both fun and addictive. The more you learn about research techniques and analysis strategies the more successful you will be. The more you learn about ancestors and their lives and how they faced their problems the more you learn about yourself. Embrace all on your family and learn from each. Enjoy their successes and sorrow for their disappointments and failures.