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IntroductionThis chapter focuses on tools for supporting the analysis of qualitative data, particularly on software designed for that purpose. The choice of the word "tools" rather than simply "software" in the title of this chapter re fl ects the role of technology in the context of complex intellectual work. "Tools" is a broad term, which could encompass the broad array of theoretical constructs that fall under the mantle of qualitative research, analytical practices used in conjunction with various theoretical approaches, as well as the wide range of supportive technologies that are increasingly used for this speci fi c kind of knowledge work; these dimensions of the term are interrelated, but not uni fi ed. In addition, a variety of technological tools can be used to achieve the same analytic goal, while very different theoretical approaches often involve the same analytical tasks. This complexity leads us to an important point: the most common question from novices regarding the use of software in qualitative research is "which program should I use?" when they would be better served by asking "what analytical tasks will AbstractThe most common question from novices regarding the use of software in qualitative research is "which program should I use?" when they would be better served by asking "what analytical tasks will I be engaged in, and what are the different ways I can leverage technology to do them well?" In this chapter, we fi rst provide an overview of tasks involved in analyzing qualitative data, with a focus on increasingly complex projects, before we turn to the software meant to support these tasks. One genre of software, known as Qualitative Data Analysis Software (QDAS or QDA software), is speci fi cally designed to support qualitative research, as opposed to tools primarily used for the collection of data (such as audio or video recorders), or presentation of fi ndings (such as presentation or modeling software). We brie fl y review the historical development of QDA software-including associated methodological questions and issues-before identifying the increasingly diverse array of expected features and functions in most of the current software programs. We then summarize the "user experience" literature and subsequently discuss the boundaries between cadres of qualitative researchers who do use software, and those who do not. Finally, we address potential directions as these programs are being in fl uenced by Web 2.0 developments.

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At Company A, Michael checks his calendar and groans. The half-day training session on interviewing skills scheduled for this week involves two hours of travel to the central office. He resents the time lost, especially since he only hires a few people each year. By next time, he'll have forgotten everything he learned.At Company B, Jenny checks her calendar and notices that she has interviews scheduled later in the week. It' s been a while since she filled a position, so she logs on to her company' s intranet to review a training module on interviewing. She skims most of the sections, concentrating on the few she truly needs. Jenny also downloads a "job aid"-a list of questions that she can use during the interview. Without leaving her desk, she's prepared for the week.This scenario illustrates the potential that intranets have to transform the learning process. What exactly are intranets, and how are they being used for learning and performance support?