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HyperRESEARCH aids in understanding the role of Online Feature Journalists.

"The Shaping of an online feature journalist" by Steen Steensen (Oslo University College, Norway, steen.steensen@jbi.hio.no) in Vol. 10, No. 5, pp 702-718 (2009) of Journalism "explores the professional role and normative demands of online feature journalists. Through a longitudinal ethnographic case study of the work practices of feature journalists in the Norwegian online newspaper dagbladet.no, the article uncovers how the normative demands of a new professional role are negotiated within the online newsroom of a newspaper. It further reveals how the role of journalists is shaped by two axes: a historical axis of factors that have shaped the role of journalists throughout history, and a contemporary axis of the particulars of labour in modern society at large. The findings suggest that online feature journalists practise a more audience-driven and source-detached kind of journalism than their print counterparts. They further suggest that the remediation of feature journalism online yields increased status to the role of online journalists at large."

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In the May 2009 issue (Vol. 23, No. 3 pp 451-479) of Educational Policy, Laura W. Perna (University of Pennsylvania) and Scott L. Thomas (University of Georgia) used HyperRESEARCH to assess the unintended consequences of state-mandated testing in creating barriers to college opportunity.

Julia Harrison of Trent University, Canada (Jharrison@trentu.ca) used HyperRESEARCH in an ethnographic study of Canadian Tourists in Vol. 8, No. 1 pp 44-59 (2008) issue of Tourist Studies titled "Shifting Positions."

HyperRESEARCH helps in a study on a method to improve training of Family Counselors. In Vol. 16, No. 1 pp 35-42 (2008) of The Family Journal, Soh-Leong Lim (slim@mail.sdsu.edu) of San Diego State University presents "Transformative Aspects of Genogram Work: Perceptions and Experiences of Graduate Students in a Counseling Training Program"

From the abstract: This study, involving both phenomenological interviews and a survey questionnaire, was designed to gain an in-depth understanding of the "genogram as process." With a particular focus on the transformative aspects of genogram work, this study examined the experiences and perceptions of eight graduate students as they constructed and presented their genograms in a counseling program. Qualitative analysis of the data involved themes reflecting personal and professional growth, as well as transformations in students' relationships with their family-of-origin. The experience of self in the generational history and legacy of one's family provided a rich context for experiential and transformational learning. In this study, students experienced genogram work as contributing to their development and effectiveness as counselors and highly endorsed such work in counselor training.

The article can be found here.