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Abstract
This summary essay comments on the contents of and issues raised by the special number of Computers and Humanities on Computers and the Teaching of Literature. It argues against the use of hypertextual resources without careful pedagogical understanding of the dangers they present of encouraging students to become passive consumers rather than active thinkers. It argues for the use of computer-mediated conversation, computer-modeling, and computer analyses of texts as appropriate applications in the literature classroom.
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