ABSTRACT
Little by little, computers are assuming a less avoidable role in the lives and working practices of those concerned with the reading, writing and teaching of texts. It would be rare today to find an academic in the humanities who had not prepared her latest article or book on a word-processor; not so ten years ago. Three or four years ago, many academics had begun to hear about e-mail but few used it regularly; not so today. And the Internet? Two or three years from now, will a facility many still regard with deep suspicion have become an everyday reality, used unreflectingly as a means of accessing, reading and teaching textual material?
