Segment Synopsis: Interviewer’s Introduction. Ellen Jacks (EJ) describes her interest in graduate study in the School of Music and the ethnomusicology program. She intended to earn a master’s degree in ethnomusicology. She was particularly drawn to the multidisciplinary nature of ethnomusicology. She studied music as an undergraduate at Luther College. Ethnomusicology allowed her to look at music within its cultural context. She studied at Luther College with Juan Tony Guzman. EJ describes her musical background. Her paternal grandfather worked with the Cleveland Orchestra and Chorus. EJ grew up in Minneapolis.
Keywords: Luther College; Madison; Minneapolis; ethnomusicology; graduate school; undergraduate education
Segment Synopsis: EJ earned her master’s degree in ethnomusicology. After taking her preliminary exams in ethnomusicology, EJ determined that she was not interested in pursuing her doctorate degree. Given that she had already taken several courses in folklore and library science, she enrolled in the School of Library and Information Studies and was officially a graduate student in SLIS in Fall 2009. She graduated with her master’s degree in Library Science in 2011. She is now the grants librarian at Memorial Library at UW-Madison. As with music, she is interested in library science for its interdisciplinary nature.
Keywords: Memorial Library; SLIS; graduate school; library science
Segment Synopsis: EJ has always had some familiarity with unions from popular phrases and history. As a student, she organized a walk-out at Ramsey Junior High School in Minneapolis against the first Gulf War, which she believes that the administration of her school handled well. In high school, EJ identified with the counterculture of the ’60s. EJ learned to become knowledgeable on political issues as she discussed them with her parents. As a college student, EJ spent one summer canvassing for the Sierra Club and the Human Rights Campaign. EJ also became involved in the peace movement in Minneapolis and protested a weapons manufacturer located near the city.
Keywords: Gulf War; canvassing; labor activism; peace movement; political activism
Segment Synopsis: EJ enrolled in graduate school in 2003, and became a member of the TAA during the Fall 2004 semester when she held her first project assistantship. EJ recalls participating in a two-day strike during Spring 2004. She wore a black armband when she had to attend one class during the strike.
Keywords: TAA membership; TAA strike; teaching assistants
Segment Synopsis: EJ participated in the protests by arriving at the Capitol Square every day. After a few days of protests, she began assisting the TAA at its offices. She collected trash and recycling. She assisted the TAA with data entry and brought food, including fresh fruit, to the Capitol.
Keywords: TAA; teaching assistants
Segment Synopsis: EJ was out of town during the TAA’s initial "I Heart UW" campaign. She learned about the Budget Repair Bill through the campaign. She heard about the bill and Governor Scott Walker’s comments. She researched this news on the internet, and learned about the protests when she returned to campus on Tuesday, February 15 and went to the Capitol. She then went to the Capitol Square daily.
Keywords: Budget Repair Bill; Scott Walker
Segment Synopsis: EJ’s memories of the protests include witnessing the groups of people who came to the Capitol from different areas. She met Jesse Jackson and Tammy Baldwin. She witnessed high school students marching from their school to the Capitol. EJ recalls the emotional tenor of the protests. Despite the frustration that many protesters felt regarding the bill, they kept their protests positive. EJ recognized her some of her students at the protests, as well as supervisors and a group of librarians. EJ maintained contact with the TAA by stopping by the TAA headquarters at the Capitol, and through email and Facebook.
Keywords: Budget Repair Bill; TAA; students; teachers
Segment Synopsis: EJ followed news through WORT, a community radio station. She also used Facebook to track news, such as when Tom Morello and Jesse Jackson came to the Capitol. The TAA also sent out emails. She also learned of news through word of mouth. In addition to her teaching assistantship, EJ had two other jobs during the Spring 2011 semester and thus had little time to follow news during that semester. She felt that WORT did a decent job representing the news, as did John Nichols and Amy Goodman of Democracy Now! News of the protests in larger media outlets was initially good, but the outlets did not follow through on erroneous stories. The news of the protests focused on unions to the exclusion of other issues of concern to protestors.
Keywords: journalism; media outlets; news; social media
Segment Synopsis: In addition to her teaching assistantship, EJ worked at the reference desk at the Music Library and with the University Digital Collections to scan images from the Music Library during the Spring 2011 semester. She was able to perform her work with the University Digital Collections over the weekends, if necessary. EJ was enrolled for two classes that semester.
Keywords: student jobs; teaching assistant; time management
Segment Synopsis: EJ participated in the teach-out. She used a pre-existing course Wiki to generate online discussions with her students. She and her fellow TAs framed course discussions and assignments about the information divide and the interpretation of information around news of the protests. She used information from a blog post by Greg Downey about how to read about and interpret information. Students enrolled in the course had to identify a news source about the protest and explain why they considered it to be a credible source. Students used a range of news sources, though EJ noticed that many of them used local TV sources and newspapers.
Keywords: information analysis; information seeking; news interpretation
Segment Synopsis: EJ became involved in the Oral History Program through her Jim Leary, who told her that Troy Reeves needed another student oral historian to assist the program with the Forest Products Centennial Project in Spring 2008. EJ processed interviews and conducted two herself. She worked with the Oral History Program through the Spring 2011 semester. She brought technical expertise to the Campus Voices Project by assisting in extracting and cleaning up audio files. She also assisted in the Story Booth that collected oral histories about the Sterling Hall bombing. She assisted in the Campus Voices Project with the TAA strike of 1970 and the Sterling Hall bombing. EJ enjoyed using multiple media outputs to create the Campus Voices products, including mini-movies and iTunes albums. She found it challenging to put these products on webpages. One of the challenges of her work with Campus Voices was learning to use an embedded player. She had opportunities to work with Java Script and Flash. EJ also created documentation of her work for other students.
Keywords: Campus Voices Project; Forest Products Centennial Project; audio processing; technical challenges
Segment Synopsis: EJ worked in 2012 as a research intern in the reference department in the Memorial Library. She began working as a full-time grants librarian in January 2013. She intends to continue working as an academic librarian. She enjoys the interdisciplinary nature of reference work.
Keywords: Memorial Library; academic librarianship; higher education; reference department; research intern