Proposes that collaborative, constructivist, and problem-based learning are powerful conceptual antidotes to pedagogy as transmission and knowledge as parceled facts and objects. Notes that as more texts become available in digital form, users access information in different ways that have profound ramifications for reading and writing. Contends the texts of new technologies require mutlimethodological and interdisciplinary analyses of the social and cultural, and the semiotic and linguistic. (PM)