This post summarizes findings and recommendations from the Library’s Ithaka S+R Local Report, “Supporting Big Data Research at the University of California, Berkeley” released on October 1, 2021. The research was conducted and the report written by Erin D. Foster, Research Data Management Program Service Lead, Research IT & University of California, Berkeley (UCB) Library, Ann Glusker, Sociology, Demography, Public Policy, & Quantitative Research Librarian, UCB Library, and Brian Quigley, Head of the Engineering & Physical Sciences Division, UCB Library.
In 2020, the Ithaka S+R project “Supporting Big Data Research” brought together twenty-one U.S. institutions to conduct a suite of parallel studies aimed at understanding researcher practices and needs related to data science methodologies and big data research. A team from the UCB Library conducted and analyzed interviews with a group of researchers at UC Berkeley. The timeline appears below. The UC Berkeley team’s report outlines the findings from the interviews with UC Berkeley researchers and makes recommendations for potential campus and library opportunities to support big data research. In addition to the UCB local report, Ithaka S+R will be releasing a capstone report later this year that will synthesize findings from all of the parallel studies to provide an overall perspective on evolving big data research practices and challenges to inform emerging services and support across the country.
After successfully completing human subjects review, and using an interview protocol and training provided by Ithaka S+R, the team members recruited and interviewed 16 researchers from across ranks and disciplines whose research involved big data, defined as data having at least two of the following: volume, variety, and velocity.
After transcribing the interviews and coding them using an open coding process, six themes emerged. These themes and sub-themes are listed below and treated fully in the final report. The report includes a number of quotes so that readers can “hear” the voices of Berkeley’s big data researchers most directly. In addition, the report outlines the challenges reported by researchers within each theme.
The most important part of the entire research process was developing a list of recommendations for the UC Berkeley Library and its campus partners. Based on the needs and challenges expressed by researchers, and influenced by our own sense of the campus data landscape including the newly formed Library Data Services Program, these recommendations are discussed in more detail in the full report. They reflect the two main challenges that interviewees reported Berkeley faces as big data research becomes increasingly common. One challenge is that the range of discrete data operations happening all over campus, not always broadly promoted, means that it is easy to have duplications of services and resources — and silos. The other (related) challenge is that Berkeley has a distinctive data landscape and a long history of smaller units on campus being at the cutting edge of data activities. How can these be better integrated while maintaining their individuality and freedom of movement? Additionally, funding is a perennial issue, given the fact that Berkeley is a public institution in an area with a high cost of living and a very competitive salary structure for tech workers who provide data supports.
Here are the report’s recommendations in brief:
Create a research-welcoming “third place” to encourage and support data cultures and communities.
The creation of a “data culture” on campus, which can infuse everything from communications to curricula, can address challenges related to navigating the big data landscape at Berkeley, including collaboration/interdisciplinarity, and the gap between data science and domain knowledge. One way to operationalize this idea is to utilize the concept of the “third place,” first outlined by Ray Oldenburg. This can happen in, but should not be limited to, the library, and it can occur in both physical and virtual spaces. Encouraging open exploration and conversation across silos, disciplines, and hierarchies is the goal, and centering Justice, Diversity, Equity and Inclusion (JEDI) as a core principle is essential.
- The University Library, in partnership with Research IT, conducts continuous inquiry and assessment of researchers and data professionals, to be sure our efforts address the in-the-moment needs of researchers and research teams.
- The University Library, in line with being a “third place” for conversation and knowledge sharing, and in partnership with a range of campus entities, sponsors programs to encourage cross-disciplinary engagement.
- Research IT and other campus units institute a process to explore resource sharing possibilities across teams of researchers in order to address duplication and improve efficiency.
- The University Library partners with the Division of Computing, Data Science, and Society (CDSS) to explore possibilities for data-dedicated physical and virtual spaces to support interdisciplinary data science collaboration and consultation.
- A consortium of campus entities develops a data policy/mission statement, which has as its central value an explicit justice, equity, diversity and inclusion (JEDI) focus/requirement.
Enhance the campus computing and data storage infrastructure to support the work of big data researchers across all disciplines and funding levels.
Researchers expressed gratitude for campus computing resources but also noted challenges with bandwidth, computing power, access, and cost. Others seemed unaware of the full extent of resources that were available to them. It is important to ensure that our computing and storage options meet researcher needs and then encourage them to leverage those resources.
- Research, Teaching & Learning and the University Library partner with Information Services & Technology (IST) to conduct further research and benchmarking in order to develop baseline levels of free data storage and computing access for all campus researchers.
- Research IT and the University Library work with campus to develop further incentives for funded researchers to participate in the Condo Cluster Program for Savio and/or the Secure Research Data & Computing (SRDC) platform.
- The University Library and Research IT partner to develop and promote streamlined, clear, and cost-effective workflows for storing, sharing, and moving big data.
Strengthen communication of research data and computing services to the campus community.
In the interviews, researchers directly or indirectly expressed a lack of knowledge about campus services, particularly as they related to research data and computing. In light of that, it is important for campus service providers to continuously assess how researchers are made aware of the services available to them.
- The University Library partners with Research IT to establish a process to reach new faculty across disciplines about campus data and compute resources.
- The University Library partners with Research IT and CDSS (including D-Lab and BIDS) to develop a promotional campaign and outreach model to increase awareness of the campus computing infrastructure and consulting services.
- The University Library develops a unified and targeted communication method for providing campus researchers with information about campus data resources – big data and otherwise.
Coordinate and develop training programs to support researchers in “keeping up with keeping up”
One of the most-cited challenges researchers stated in terms of training is that of keeping up with the dizzying pace of advances in the field of big data, which necessitate learning new methods and tools. Even with postdoc/grad student contributions, it can seem impossible to stay up to date with needed skills and techniques. Accordingly, the focus in this area should be to help researchers to keep up with staying current in their fields.
- The University Library addresses librarians’/library staff needs for professional development to increase comfort with the concepts of and program implementation around the research life cycle and big data.
- The University Library’s newly formed Library Data Services Program (LDSP) is well-positioned to offer campus-wide training sessions within the Program’s defined scope, and to serve as a hub for coordination of a holistic and scaffolded campus-wide training program
- The University Library’s LDSP, departmental liaisons, and other campus entities offering data-related training should specifically target graduate students and postdocs for research support.
- CDSS and other campus entities investigate the possibility of a certificate training program — targeted at faculty, postdocs, graduate students — leading to knowledge of the foundations of data science and machine learning, and competencies in working with those methodologies.
The full report concludes with a quote from one of the researchers interviewed, which we team members feel encapsulates much of the current situation relating to big data research at Berkeley, as well as the challenges and opportunities ahead:
[Physical sciences & engineering researcher] “The tsunami is coming. I sound like a crazy person heaping warning, but that’s the future. I’m sure we’ll adapt as this technology becomes more refined, cheaper… Big data is the way of the future. The question is, where in that spectrum do we as folks at Berkeley want to be? Do we want to be where the consumers are or do we want to be where the researchers should be? Which is basically several steps ahead of where what is more or less the gold standard. That’s a good question to contemplate in all of these discussions.
Do we want to be able to meet the bare minimum complying with big data capabilities? Or do we want to make sure that big data is not an issue? Because the thing is that it’s thrown around in the context that big data is a problem, a buzzword. But how do we at Berkeley make that a non-buzzword?
Big data should be just a way of life. How do we get to that point?”
“…I very rarely ask questions about 9/11 during oral history interviews, and I’ve been trying to grapple with why that is.”
As we approach the twentieth anniversary of 9/11, I’ve been reflecting on my own memories of that fateful day in September, and its impact on how I interview others about traumatic events. Indeed, I recently realized how deeply intertwined my thoughts about 9/11 are with my oral history practice.
The first time I spoke aloud about 9/11 – aside from discussing breaking news in the days that followed – was in my introductory oral history class with Dr. Natalie Fousekis at California State University, Fullerton in August 2009. This was nearly eight years after the original events, when the terrorist group al-Qaeda coordinated the hijacking of four passenger airplanes with the intent to crash them into major US targets. This led to a tragic loss of life and shook a sense of national security for many Americans.
As an exercise about collective memory, Natalie invited the class (from youngest to oldest) to share recollections of that day. Despite the age differences (approximately early twenties to early forties), as we went around the table, it was striking that roughly twenty different stories aligned so closely, as though we were all reciting the same narrative with slightly different words. With the exception of hearing the news while getting ready for high school, my own memories were much the same. This was, of course, in part due to the media coverage Americans saw of the Twin Towers falling over and over again, which helped create a collective memory of that day. But the similarity in omissions was striking, too. I don’t remember many people discussing the plane that hit the Pentagon or Flight 93, which crashed in the fields of Pennsylvania. Later dubbed Ground Zero, even in 2009, New York City dominated our memories of 9/11.
I also remember that though the mood in the classroom was somber, none of us cried or expressed an overwhelming sense of grief. Looking back, I wonder why there wasn’t more emotion around this discussion of such a traumatic moment. The eighth anniversary of 9/11 was only weeks away, and for those who had been teenagers in 2001, that day and the ensuing War on Terror had indelibly changed our lives. In part, maybe we were already trying to analyze our own experiences as oral historians rather than vulnerable individuals, interpreting what our collective memories meant rather than sitting with their personal heaviness. Or maybe this room of California students felt more removed from the horrors of that day due to physical distance from the sites on the East Coast. But it is also possible that even eight years later, we weren’t yet ready to address these memories as collective trauma.
In the more than a decade since this classroom discussion, I have conducted hundreds of oral history interviews – many of them discussing traumatic moments for individuals and the collective. Yet, I find it strange to reflect on the centrality of 9/11 to my early oral history training, as it has been a major pitfall in my own practice as an interviewer. About three years ago, while preparing an interview outline, I suddenly realized that my narrator’s work documenting and securing collections at a major arts institution coincided with this moment in history. Luckily the narrator agreed to share her memories, and we had a fruitful discussion about the ways in which, for a time, 9/11 impacted all levels of American culture. This experience helped me register that I very rarely ask questions about 9/11 during oral history interviews, and I’ve been trying to grapple with why that is.
One possibility is that I, like many others in the field, struggle with when an event gets to become “history,” and how we choose to memorialize it. To me, 9/11 feels like yesterday, not necessarily an historical moment upon which I need to ask narrators to reflect. And I am certainly guilty of collapsing historical timelines and not concentrating on the recent past, even during long life history interviews.
But I also suspect that my omission of 9/11 in interviews has a great deal to do with the traumatic nature of that day. Like many interviewers, I’ve sometimes been reluctant to introduce topics at particular points of an oral history for fear of creating a trauma narrative where there otherwise wasn’t. And until recent training, I was not even confident in my own skills tackling trauma-informed interviews. This hurdle has a clear solution: I need to prioritize discussing potentially traumatic topics like 9/11 in pre-interviews or introducing them in the co-created interview outline.
What is less clear is how to navigate my own trauma about 9/11. How do my own memories of that day impact my willingness to ask others about it? Am I too close to the subject to be able to speak with narrators about it? Quite possibly. But one complication for all interviewers is that unlike other traumatic events with a beginning and end date, 9/11 is an ongoing reality – even twenty years later. From the recent withdrawal of US troops from Afghanistan to the wide reach of the Department of Homeland Security to heightened airport screenings, we are all still living with the consequences of 9/11, and the trauma has not actually ended.
Twelve years after that classroom exercise around 9/11 and collective memory, I can appreciate Natalie’s methods all the more. I’ve learned over the course of my oral history practice that even deeply personal narratives can include elements of collective memory, and it is important to recognize such common threads in our lives as interviewers, as well.
I often preach that oral history practitioners need to acknowledge our biases so that we can better overcome them or even use them to our advantage. For me, examining my blind spot around 9/11 has also encouraged me to think about incorporating more recent and ongoing historical events into interviews. Not only is this reflection an important addition to the historical record, it is part of our essential work to help narrators make meaning of their lives through oral history. Similarly, evaluating my own blind spot around 9/11 has helped me recognize the blind spots in the collective memory of that day – such as narratives that leave out Flight 93 or the attack at the Pentagon – and encouraged me to think about how oral history can help fill these gaps. As we recognize the twentieth anniversary of 9/11, this work feels more necessary than ever.
by Annabelle Long
Annabelle Long is an Undergraduate Research Apprentice at the Oral History Center. She worked with Shanna Farrell during the Spring ’21 semester. Annabelle is a third-year History and Creative Writing student from Sacramento. She works as a conduct caseworker in the Student Advocate’s Office and enjoys going on long walks in Berkeley. You can find her on Twitter @annabelllekl.
The pocket of Berkeley bounded by Telegraph and Shattuck avenues is generally considered to be quiet and uneventful. Colorful Victorian houses line the blocks, gray apartment complexes full of Cal students loom over sidewalks, and telephone lines crisscross over each other, dividing the sky into irregularly sized rectangles and diamonds. I spend a lot of time in this part of Berkeley. I have my favorite houses, my favorite trees, my favorite views in every direction. I have my favorite alleys and blocks and moments in its history. I can’t pick a single favorite former resident, but Zona Roberts is high on the list.
Zona existed in Berkeley as a mother before she existed here as a student. She lived with her sons Ed, Ron, Mark, and Randy in a pale green house she rented on Ward Street, a few blocks west of the hustle and bustle of Telegraph Avenue and a few blocks east of Shattuck. I often walk by her old house. It’s blue now, with red front steps, and it sits unassumingly behind a fence overgrown with flowers in the springtime. When Zona moved in, she had a ramp installed in the back to allow Ed to get inside. Ed Roberts, Zona’s eldest son and a political science major at UC Berkeley, was the first wheelchair user ever admitted to the school, and virtually nothing in the city was wheelchair accessible when he arrived on campus in 1962, including his mother’s home.
The green house, as it came to be known, acted as a sort of safe haven for the Roberts family and their friends. It was a family home for the community, not just Zona and her sons.
“It was a neighborhood of older families who’d lived there, a neighborhood of single-family homes, mostly, or two flats,” Zona said of the area, “The neighborhood was just changing as some of the older folks were dying off and some were moving away. A few younger people were moving in, but it was more or less an established neighborhood. But because of the racial composition and students in Berkeley, no one cared who went in and out of my house. The kids who came in or the Black students who visited and some lived, for a while, with me. There was no threat to their lives. There were none of those issues. It was just like a breath of fresh air to me. It was so nice not to have to worry about what might happen. I remember that vividly.”
Zona, by all accounts, was an unflappable person. When she and her sons came to Berkeley, she was a recent widow, and had been Ed’s primary caretaker since he contracted polio and became a quadriplegic in 1953. She was a fierce advocate for all her sons and their needs and disliked being told what to do—she, as a learned expert in their likes and needs, felt that she knew best.
UC Berkeley promised a new world of opportunity for both her and Ed, when previously, his disability had meant neither of them was optimistic about what the future would hold, and her role as mother and caretaker left little room for imagining a life outside their home. But Berkeley was different; here, Ed was a student and leader, and eventually, so was she. In her oral history, when the conversation veered away from her time in Berkeley, she’d direct it back with references to the green house. The landscape of her college experience seemed to define it. She became acquainted with Berkeley alongside and behind Ed.
“One of the first days when I had taken Ed across and through campus, he was in a pushchair those days. He was quite tall and quite thin. We were going down into Faculty Glade and I had a hold of the back of his chair. It began to slip a little bit and I ran into a tree sort of deliberately to stop the chair, just the side of it, into this tree because I felt I was going to lose it. I don’t know whether my hands were sweaty, or the place was wet or what was happening. I think I finally learned how to do it backwards, where I’d walk down the hill backwards. I had better control.”
This anecdote, in my mind, speaks to the essence of Zona Roberts: ever present and adaptable to the needs of her son, caring and thoughtful, in the heart of Berkeley.
“In my senior year, I’d visit Ed up at Cowell. I remember one of the first times I walked through campus carrying my books, walked by Strawberry Creek, walking up to Cowell instead of coming in the station wagon from home or coming over to visit them. Here I was walking across campus on my way between classes and going up to visit and smiling a broad smile that I was now a student at Berkeley, also, and very proud of myself, and loving the campus and Strawberry Creek coming down through the middle of it. There’s some beauty in that Berkeley campus,” she said.
This feeling of reverence for Berkeley—for the atmosphere of casual intellectualism, for the exciting possibilities of being a student, for the sometimes-unbelievable natural beauty of the campus—is one I am intimately familiar with. I can only imagine how those feelings would be magnified for Zona, who, as a middle-aged widow and mother of four, never thought she’d live in Berkeley or become a student.
Zona was immensely proud to be a Berkeley student and to be Ed’s mother. She encouraged his involvement in activism and saw herself as an important backer of the disability rights movement; she saw herself as, first and foremost, an important backer of Ed.
“I saw my role at the office [UC Berkeley’s Center for Independent Living] as it became known as I did in Ed’s life, pushing Ed in front and being behind him,” she said of her involvement, “This was a place for people with visible disabilities to be visible, to be out in front. I found myself being in a supporting role, seeing that the office functions were going as smoothly as possible, seeing that there was food and heat and counseling and open doors and open access to information from us to the university and from the university to us. But somehow, we were in this together and it was a part of a wonderful movement. The time had come, and we were in the forefront of the movement and we were told this from all over the world. That was a glorious feeling. Hard work and glorious feeling.”
Zona Roberts worked hard to be the best mother she could be. Eventually, that meant becoming an integral part of a movement that was so much larger than any of them individually. If Ed Roberts was the father of the disability rights movement, Zona was the grandmother. She worked in the Center for Independent Living for years after its founding, and remains active in disability rights activism today, years after Ed’s death and well into her one hundred and first year of life.
I imagine the learning process of her activism was similar to learning to walk down the hill next to the Faculty Glade backwards, or modifying the old green house on Ward Street to make it accessible: sometimes slow-going, and certainly not without error, but always more than worth the trouble.
Even beyond those who believe that librarians sit around and read books all day (which would be delightful but is most definitely not our reality), many are surprised to learn that librarians double as active researchers. This is especially true in settings where librarians are members of the faculty, but even where that isn’t the case, such as at Berkeley, librarians are born investigators and it carries over into wanting to find out about and add to knowledge of our settings.
What does it look like to conduct library research? Glad you asked! In our case, it started with a conversation and an idea. Natalia Estrada (now Berkeley’s Political Science and Public Policy Librarian, then the Social Sciences Collection and Reference Assistant and in library school) and I were talking about how much we admired the work of Kaetrena Davis Kendrick. Kendrick wrote a foundational work in the study of librarian workplace morale, The Low Morale Experience of Academic Librarians: A Phenomenological Study, and it sparked many more studies on this topic. But, where were the studies of library staff experiences? We wanted to find out!
We were lucky to recruit two colleagues who added so much to the team: Bonita Dyess, Circulation/Reserves Supervisor at the Earth Sciences/Map Library, and Celia Emmelhainz, Berkeley’s Anthropology & Qualitative Research Librarian. First we applied for (and eventually got) funding for the research from LAUC (the Librarians Association of the University of California). This meant we could pay for transcribing our interviews, give the participants gift cards, and buy qualitative data analysis software. Then we applied for (and got) approval from the IRB (Institutional Review Board), making sure we were complying with processes for research with human subjects.
Here’s where the “pandemic edition” part comes in. All this planning and applying, starting in November 2019, took time; so, at the point we were actually ready to recruit participants, it was April 2020. We were sheltering in place, and not sure how this all would work (although it was probably better than having to go virtual in mid-stream)! Nevertheless, we hurled out information about and invitations to be part of the study to every list-serv, association, and friendly librarian we could think of, nationwide. We ended up doing 34 interviews with academic library staff from a range of locations and institution types (purposefully excluding the UC system), during a three-week period in May-June 2020. Due to COVID these were all online, either by phone or Google Meet (sort of like Zoom), and we asked a structured list of questions, with room for branching into other topics, or diving deeply. Celia trained a wonderful student to transcribe the interviews, and once we had those transcripts and stripped identifying information from them, we were off– coding away (using MAXQDA software), and drawing themes, quotes, recommendations, and other findings from the surprisingly rich information we’d collected.
Next—we had to start getting the information out into the world! Our eventual goal is to write a paper, or several, for publication. There are a number of library and information science journals out there that we are considering… but that takes time as well, and we wanted to start presenting our findings sooner. So, we did an “initial findings” presentation to the UC Berkeley Library Research Working Group, and then stepped into the big time with acceptance to present a poster at the 2021 Association of College and Research Libraries online conference (our poster got almost 600 views), and with a webinar we did for the Pennsylvania Library Association (both the poster and the webinar slides are available through the UC’s eScholarship portal). All our work to get to this point is hopefully now helping others.
And, a word about connecting with our participants. We were bowled over by their generosity with us and by all they had to say: much that we didn’t expect, and much that they were grateful someone was even asking about. It ended up that we had captured one of the last opportunities to get a snapshot of pre-COVID library staff life; people were still in limbo, and talked about their regular jobs before any lockdowns, for the most part. At that point most expected to be back in their libraries and all to be normal by the end of the summer 2020. We know now that that didn’t happen, and we know that library re-openings and staff roles in them have been challenging and sometimes contentious; we wish we’d known to ask for permission to re-interview our participants—even if only to check in with them. But how could we have known? We wonder how they are.
So now, we have papers to write, and thinking to do about how to take our questions into new avenues of research—because it’s a never-ending, and completely exciting process, and, we suspect, will be very different (easier? or not?) in the post-COVID landscape. Do you have ideas for us? We’d love to hear them! Or want to hear more about our morale study? Please get in touch with us at firstname.lastname@example.org!
Martin Meeker’s April 2021 Director’s Column
With the month of May fast approaching, I have been thinking a great deal about motherhood in general and my Mom in particular. Growing up, Mother’s Day was a big deal around my house — and my Mom wasn’t shy about letting us know that she appreciated the day off (from work at the office and home) and didn’t mind a little fuss being made for her. And she deserved it. My two sisters and I put her (and my Dad) through the paces. The entry of her kids into adulthood wasn’t so easy, either, with our cultural and political clashes, divorces, and career uncertainty. But our family persisted, largely due to my Mom, who willingly, or perhaps expectedly, assumed a peacemaker role. Lately, the COVID-19 pandemic has brought the family more closely together with regular Zoom reunions and an active, if usually silly, text group.
This week will mark the first time I get to lay my eyes on my mom in about 18 months — too long, considering that she’ll turn 80 this year. So, I’m thinking about the many, often difficult, roles that mothers are compelled to play and how those roles have changed. And, with COVID, have become more fraught and challenging.
When I begin to ponder something, arcane or universal, I’ll often turn to the OHC archive of 4000 oral histories with an eye to hearing first person accounts of real experiences on a given topic. Thankfully, our archive is replete with mainstream and remarkable stories of women who reflect on the joys, the work, the meaning, and the trials of motherhood.
Beverly Hancock Bouwsma, who was interviewed in 2001 for the UC Berkeley History Department project as a faculty wife, mused throughout her oral history of familial division of labor and the work of motherhood — in her case raising five children. When asked by OHC historian Ann Lage, “Did you enjoy motherhood?” Bouwsma replied, “Oh, I loved it. I did. I mean, sometimes it’s the worst thing in the world, but I always had a nice time with the children and cared desperately about them growing up. It seems like I didn’t, because when I hear now what they did, and I never knew about it, it seems like I must have been an awful mother. But I remember, at the time, I did what I thought you should do, and I really cared a lot.” This brief response articulates the love and frustrations and ambiguity many narrators in our collection reveal about motherhood — their recollections are rarely pat, especially when given the opportunity to reflect and speak at length.
Bay Area businesswoman Margaret Liu Collins, who was interviewed in 2011, recalls having two children with a husband who was abusive. Eventually the marriage ended and she raised the kids on her own, which kept her busy trying to build a business during the daytime, attending prayer meetings in the evening, and soccer games on the weekends. Then tragedy struck: her seven-year-old son was hit by a drunk driver. Collins recounted the moment, “It was 1979 sometime in October. I heard a siren going past my house because our house was on Belmont Canyon Road. The school was just across the street. We moved there from Cupertino because I had to travel a lot to Texas to do all my real estate, as well as go to Hong Kong and meet all my clients. I heard footsteps running onto the deck of our driveway, and somebody banged on the door. I had a really bad feeling that something was happening. The girl next door came and said, ‘Mrs. Liu, your son has been hit by a van and has been taken by the fire department to a hospital nearby’.” She continued, “When I went to Mills Hospital, he was in a coma. The doctor said he might never wake up. I was in pain. He was a brilliant child. It was my child. How could he pre-decease me? He had a whole future ahead. He had always lived with such enthusiasm, such curiosity. He loved people, and everybody loved him. He was generous. He was kind. He was giving. He could always solve problems. I still remember at that moment, I was feeling very sad.” Several months of treatment, uncertainty, and fear followed. Eventually, her son emerged from his coma and made a full recovery. She thanked God for his blessings but it was her devotion and love that brought her son back from the brink.
As well as recollections from women about their own experiences of motherhood, OHC’s collection contains thousands of memories of mothers by daughters and sons. Shirley Henderson, who was interviewed for our Rosie the Riveter / World War II Home Front project, remembered growing up in Berkeley in the 1930s admiring her mom for engaging in service activities outside the home: “My mother was the original community volunteer. She was a very capable and bubbly, outgoing woman. She did Girl Scouts; she was indefatigable at the church. I wonder what churches are going to be like when there are no more women to work as volunteers, which is about where the churches are now, almost. She ran a Sunday school class, a very large class of girls, because the girls were all so enthusiastic about the class that they brought their friends. My mother had them from the fourth grade through the twelfth grade, the same girls for that whole time. My mother had a very good third ear, and some of those girls had family troubles, and they were lucky to have my mother. I can remember being jealous of them because my mother gave them more attention than she gave to me. But I didn’t need it. That’s, of course, the other half, the flip side.”
These passages represent the slightest hint at the extensive archive of stories of mothers and motherhood in the OHC collection. While OHC has never embarked on an “oral history of motherhood,” by using our search tool, you can construct your own such archive by uncovering many more of these remarkable narratives of exceptional mothers. And we hope you do this Mother’s Day and beyond.
Find these interviews and all our oral histories from the search feature on our home page. You can search by name, key word, and several other criteria.
The Bay Area is beautiful. Its myriad of picturesque beaches, mountains, woods, and lakes is a big part of why it’s such a desirable place to live. And since March, when the California shelter-in-place order was issued to slow the spread of the coronavirus pandemic, the value of these outdoor spaces has never been more clear.
The East Bay Regional Park District has worked to preserve open space since its founding in 1934. Over the years, it has acquired 125,000 acres of land, which spans 73 parks. The public access to nature that the concert of parks provide adds to quality of life here, especially with the parks’ proximity to urban areas (which is detailed in Season 5 of The Berkeley Remix podcast, Hidden Heroes).
There are many people in the district’s network, both those who make up the workforce and those who help it thrive in other ways, like documenting its history, selling their land to them, and advocating for its mission. Since 2017, I’ve had the pleasure of leading the East Bay Regional Park District Parkland Oral History Project, for which I have the opportunity to record the stories of the people who make the district special.
This past year, I interviewed ranchers, activists, a maintenance worker, an artist, the daughter of a historian, and a park planner, all of whom had unique perspectives to share about the legacy of the district. Here are the ways in which each of their stories speak to the value of preserving open space:
Diane Lando grew up in the East Bay on a ranch. She became a writer, drawing inspiration from her childhood. As the Brentwood Poet Laureate, she published The Brentwood Chronicles, which consists of two books. These books express just how important growing up on the ranch had been for her, giving her a sense of independence and self.
Raili Glenn immigrated to the United States from Finland and settled in California as a newly married woman. She had a successful career in real estate and she and her late husband bought a house in Las Trampas, which is now owned by the EBRPD. This house meant a great deal to her —it’s beauty, quiet, and charm helped her find home in the parks.
Roy Peach grew up in the East Bay, spending much of his childhood in Sibley Quarry, which is now owned by the park. Growing up here, he learned about the environment, geology, and himself as he spent as much time as he could outdoors. His love of nature has followed him into adulthood, and camping has continued to be an important pastime.
Ron Batteate is a fourth generation rancher. He grew up in the East Bay, following in the footsteps of the men who came before him. He leases land from the district where he grazes his cattle. His love for open space and his livestock runs deep, evident in the way he talks about the importance of understanding nature with commitment and passion. If I were a cow, I’d want to be in Ron’s herd.
Janet Wright grew up in Kensington with parents who were very involved with their community. Her father, Louis Stein, was a pharmacist by day and a local historian by night. He collected artifacts from around town, which proved to be important in the documentation of local history. The maps, photos, letters, newspapers, ephemera — and horse carriage — that he collected are now archived at both the History Center in Pleasant Hill and with the Contra Costa Historical Society. These materials help tell the story of the importance of the district in many people’s lives.
Glenn Adams is the nephew of Wesley Adams, the district’s first field employee. Wesley was hired in 1937 and had a long career with the district, retiring after decades of service. Glenn fondly remembers his uncle Wes, who he says shaped his life greatly, including passing along his passion for the parks. Glenn has in turn shared his love of the outdoors with his family, who continue to use the parks today.
Mary Lenztner grew up on a ranch in Deer Valley that her parents, who both immigrated from the Azores, bought in 1935. She moved to San Jose with her mother after her father’s death, but returned to the area later as an adult. As her children got older, she became curious about her family’s ranching legacy. She learned about raising cattle, and went on to take over her family’s ranch. She lived there, raising cattle and other livestock, for 25 years before selling it to the district. Her relationship with this land helped her connect with her family and their past, and her interview drives home the importance of place in our lives.
Bev Marshall and Kathy Gleason live in Concord near the Naval Weapon Stations, part of which is now owned by the district . When they were deactivating the base, they both fought to keep it open space. Their work helped them form a lifelong friendship, find community, and a voice in local politics, while successfully limiting development in the area.
Rev. Diana McDaniel is a reverend in Oakland and is the President of Board for the Friends of Port Chicago. She has long been active in educating the public about the Port Chicago tragedy, which her uncle was involved in. She works with the district (and National Park Service) to make sure the story of what happened at Port Chicago isn’t forgotten. Her story illustrates how important parks are not just for open space, but for public history, too.
John Lytle was a maintenance worker at the Concord Naval Weapons Station where he specialized in technology. He found fulfillment in his work there over the years, and his interview demonstrates the careful planning that goes into transitioning a naval base into a public park.
Brian Holt is a longtime EBPRD employee who currently serves as a Chief Planner. He has been involved in many of the district’s initiatives, including acquiring much of its land. He works with community members, trying to understand issues from different perspectives. He cultivates understanding of the nuances of each issue, ultimately informing the district’s involvement in preserving open space.
All of these narrators demonstrate just how important the district is to preserving public space, especially space that is accessible to everyone. Each person illustrates the power the parks and the communities that spring up within them, which is more important than ever during these tumultuous times.
This year, I interviewed:
Reverend Diana McDaniel
Both for the GRI African American Artist Initiative, outlined in Amanda Tewes’ blog post
by Shanna Farrell
During the first few months that I was settling into life in the Bay Area after moving across the country, I often listened to WNYC, a New York City-based radio station. One morning, as I was riding my bike to work, the host of their call-in show, akin to KQED’s Forum, announced the upcoming segment.
“What was better back in the day?” the host asked. “It’s an oral history of nostalgia, starring you. Tell us about what you think was better from a previous era, why you miss it, and whether you think it’s better because of nostalgia, or because things were, empirically, better back in the day. Call us or post below.”
My heart started to race. This call out felt so personal. They had gotten it so wrong. I pulled over and dialed their number. A producer answered, unaware of their error.
“I just heard your next segment is on the oral history of nostalgia,” I said. “But that’s not oral history.”
Confused, she asked me to explain what I meant. It was October of 2013, and I was fresh off earning a Master’s Degree in Oral History. I had spent a year taking method and theory classes, learning about what defines the discipline, exploring its boundaries. I had my interviews critiqued, my questions workshopped, and had been pushed to dig deeper into my research, all in the name of preparation. This felt dismissive of the work that we oral historians put into our interviews. It devalued the time (and money) that I’d put into my degree, and the job that I had just landed at UC Berkeley’s Oral History Center.
As I tried to explain what oral history is and how what they were doing in this segment wasn’t it, I realized it would be impossible to fit into a two sentence elevator pitch. There’s so much that defines oral history, that makes it unique, distinct from other methods, that I could feel myself having trouble reducing it to something easy to pitch, just as they had to listeners.
Looking back on that moment, I wish I would have said that oral history is defined by the planning, the transparency, the collaboration, the recording, intersubjectivity, the preservation, the legacy. I wish I would have said that it could take weeks to carefully research and write an interview outline, hours to build rapport, and months to complete an interview series. I wish I would have said that it takes practice to craft questions and to listen in stereo, picking up on the things that aren’t said, and to be comfortable sitting in silence.
After I hung up the phone, I thought about why they called this segment “oral history.” I’m still thinking about it. The term became popular when magazines started running vox populi style interviews weaving together soundbites from different people to create a narrative. They ran pieces about the about the making of a movie, like Jurassic Park, or a TV show, like The Simpsons. Later, it became a household term when StoryCorps partnered with NPR to bring us our Friday driveway moments, produced from a carefully edited interview excerpt. Lately, it has seeped into literature. More and more, I see “oral history” to describe a work of memoir, creative nonfiction, and even fiction. Recently, I was reading the Sunday New York Times book review section and they positioned a new memoir as “part oral history, part urban history.” I couldn’t wrap my head around what this meant. How was it oral history? Had the author done interviews? How was this different from a regular memoir? And lately, I’ve seen a few journalists refer to themselves as oral historians without seeming like they have a solid understanding of what the term means, aside from it involving interviews.
Where does this lack of understanding stem from? Why is the term “oral history” battered around so easily? When did it first get misappropriated? The origin of the Entertainment Weekly and Vanity Fair versions are relatively straightforward, descending from the Jean Stein-style books like Edie: American Biography, which is constructed from interviews with people who knew Edie Sedgwick after her death in 1971, or books that recounted musical eras, like We Got the Neutron Bomb by Mark Spitz and Brendan Mullen (which also served as my first introduction to oral history when I was in high school) or Please Kill Me by Legs McNeil and Gillian McCain. As for where the rest of it came from – like the recent trend in literature – it’s anyone’s guess.
I’m not the only one who has been noticing this trend. In 2014, the anonymous user @notoralhistory joined Twitter. For a while, they tweeted examples of people labeling articles or projects as oral history that were, indeed, not actually oral history. They now promote examples of oral history and engage in conversations around best practices. There are practitioners who also tweet bad examples of oral history, using #notoralhistory, which are often amusing, and then maddening, and then amusing again.
The problem with these mediums is that they can’t accomplish the same things that actual oral history does. These narratives just provide soundbites, while oral history gives us much more context. They don’t include any audio (or video), so we lose the ability to connect with a human voice. They are highly edited, whereas oral history allows people to speak in their own style. They are usually layered with other voices, instead of giving someone individual space to fully narrate their own story.
The link in @notoralhistory’s bio takes you to the Oral History Association’s website, to the page where they define oral history. Here, they share a quote from Donald Ritchie’s book, Doing Oral History. He writes:
“Oral History collects memories and personal commentaries of historical significance through recorded interviews. An oral history interview generally consists of a well-prepared interviewer questioning an interviewee and recording their exchange in audio or video format. Recordings of the interviews are transcribed, summarized, or indexed and then placed in a library or archives. These interviews may be used for research or excerpted in a publication, radio or video documentary, museum exhibition, dramatization or other form of public presentation. Recordings, transcripts, catalogs, photographs and related documentary materials can also be posted on the Internet. Oral history does not include random taping, such as President Richard Nixon’s surreptitious recording of his White House conversations, nor does it refer to recorded speeches, wiretapping, personal diaries on tape, or other sound recordings that lack the dialogue between interviewer and interviewee.”
Oral history can accomplish so much. It gives us insight into the past, hearing directly from the people who lived through various moments in history. By archiving the recordings, we can listen to how narrators tell their stories, and gain insight into why they told it this way. We can put a human face on history and learn from those who came before us. And, when oral history is done right, through careful preparation, research, and recording, we can ensure that these people are not forgotten, their stories not reduced to a soundbite.
It is with similar intention that we are devoting many of our articles this month that revolve around the boundaries of oral history. You’ll hear from us about our experience doing oral history and what makes it different from other disciplines and methods. We hope you follow along.
The Library recently acquired the USC Shoah Foundation Visual History Archive, a collection of unedited, primary source interviews with survivors and witnesses of genocide and mass violence. The bulk of the testimonies included relate to the Holocaust, as collecting these was the original purpose of the project. Now the archive has expanded to include testimonies from the 1994 Rwandan Tutsi Genocide, the 1937 Nanjing Massacre, the Armenian Genocide, the Cambodian Genocide, the Guatemalan Genocides, the ongoing South Sudan Civil war, the Central African Republic conflict and anti-Rohingya mass violence in Myamar.
by Martin Meeker; @MartinDMeeker
How do thoughtful, articulate, quiet people who have something to say get heard? In this day and age in which the loudest voices, the most outlandish ideas, and the most shocking stories get the greatest attention, is there even room for the longform, deep-dive oral histories that the Oral History Center produces? We certainly think that there is — actually, we’re pretty sure that not only is there a place for these interviews, but there is a real need for them. This leaves us with the question: how do we spread word of the remarkable interviews that we conduct? What’s the best way for people who could benefit from our work to learn about it and thus use it?
Since you’re reading this newsletter, you’re already in the loop and engaged with what we do (and we thank you for paying attention!). But we are also constantly examining the ways in which we attempt to connect and considering potential new avenues for outreach. Like most every organization today, we have a pretty robust social media presence. We use our feeds (twitter, facebook, instagram, youtube, and soundcloud) to announce the completion of new oral histories, to pay tribute to narrators who’ve achieved something or sadly passed away, or just to share things reasonably related to oral history which might interest our community. Have you engaged with us on social media? Are you interested in what we have to say? Do you think we might use it better? We want to know.
We try to extend our reach by hosting educational seminars and institutes, by speaking to classes and community groups, and by simply answering our emails (but we get a lot, so apologies in advance if I take a few days to get back to you!). We recognize that a 300-page oral history transcript is sometimes a difficult nut to crack, so we produce brief clips introducing folks to some main themes or interesting moments drawn from the interviews, and share these as widely as possible. We have begun producing podcasts and, soon, longer format videos to show ways in which the original recordings of our interviews can be used to create engaging and informative analytic pieces — and thus encouraging others to use our oral histories in similar ways. And, of course our transcripts continue to provide extraordinarily valuable, irreplaceable evidentiary bases to mountains of books, articles, and theses. What are other options that we might use to spread word of the remarkable interviews? How might the transcripts and recordings be used in novel and enlightening ways?
The big questions posed above are now being addressed head-on by our newly refurbished and expanded production/operations/communications team at the Oral History Center. As a result of a recent search to fulfill our “Communications Specialist III” vacancy, we hired two immensely qualified individuals. David Dunham, who has been on our staff for many years in other capacities, has assumed the new role of Operations Manager; Jill Schlessinger, who came to us from UCB Student Affairs, has joined us as Communications Manager. In addition to working as a team to make sure we continue our successful production of dozens of oral histories every year, Jill and David are tackling these very thorny questions focused on how to raise our collective voice so that the voices of narrators are heard and the content of their oral histories is widely known. Expect to hear more from us in the coming months as all of this comes to fruition. As always, we welcome your input and we’re happy to listen — you might say that’s something we do rather well!
Charles B. Faulhaber Director
by Shanna Farrell; @shanna_farrell
When Spring rains shower the Bay Area, saturating the ground and greying the skies, we know it’s time for our annual Introductory Oral History Workshop. On Saturday, March 2nd, as raindrops beat against our stained-glass windows, we welcomed a group of forty to campus, where they they learned the nuts and bolts of doing oral history . They braved the wet weather to join us from all over Northern California , and even as far as North Carolina.
The oral history project topics of attendees varied from burlesque to the Third World Liberation Front, and from the mining industry to environmental conservation. However, we design our introductory seminars to be applicable for everyone. OHC Director Martin Meeker gave an overview of what makes oral history oral history. Paul Burnett and Roger Eardley-Pryor discussed the intricacies of project planning. Amanda Tewes and Shanna Farrell led a discussion on interviewing techniques. Burnett and Meeker shared recording tips and tricks, and Tewes and Todd Holmes shared potential uses of oral history drawing from a cadre of past projects.
The workshop also featured a live interview exercise led by Farrell. One of the workshop participants, Trisha Pritikin, volunteered to be interviewed by Farrell so other attendees could see an oral history unfold in real time. Eardley-Pryor then engaged Farrell, Pritikin, and workshop participants in a group discussion. Attendees shared their observations, asked Farrell about certain lines of questioning , and inquired how Pritikin felt sitting in the “hotseat.”
These workshops always prove inspiring for OHC interviewers, staff, and student supporters because we interact with attendees who share our passion for oral history.
Thanks to all of you who made the workshop so great! And if you missed it this year, we’ll see you next Spring in 2020!
Want more oral history training? Check out our Advanced Oral History Summer Institute. Email Shanna Farrell (email@example.com) with questions.