ABSTRACT
In undertaking the sub-review, we were not aware of any systematic or non-systematic literature reviews that dealt with the impact of ICT on literature-related literacies. With a national survey of Australian schools indicating relatively little use of computers in teaching literary texts (Durrant and Hargreaves 1995), we did not expect the field to be rich in research on the impact of ICT on literature-related literacies. This expectation was fulfilled. What a rich field might look like in the future will be discussed later in this chapter.
