The teaching of literature is inextricably connected with face-to-face initiation into the enjoyment of and critical thinking about literary texts. In this respect, the increasingly growing sector of Open and Distance Learning in higher education poses a significant challenge for literary studies, no less so as it addresses an emergent student body comprised mostly of mature students with significantly divergent backgrounds and expectations. The article traces the different answers provided to these challenges by nine European ODL universities. By discussing their objectives and methods along the axes of curriculum design, educational material and educational procedures, this comparative survey attempts to describe an emergent profile of literary studies as well as help promote dialogue about the practice of literary instruction in higher education. The survey is based on the outcomes of a two-and-a-half-year research programme undertaken by the research team "OpenLit", operating under the auspices of the School of Humanities at the Hellenic Open University. (Contains 14 tables and 11 notes.)