The management of knowledge rather than the acquisition of knowledge is an unfamiliar idea in Higher Education but it is an idea that is becoming less foreign with developments in the administration of teaching and learning. For example, changes in how we describe the courses we teach so that aspects of the experience such as aims, objectives and learning outcomes are made transparent to students promote the concept of teaching, learning and assessment as bound up with the management of knowledge. Assessment must be tied to what we teach and how we teach it. The representation of the knowledge acquired in the course of learning must be appropriate and relevant. Increasingly teachers are being asked to reflect both upon the ways in which material is presented as knowledge and the ways in which that knowledge will be used by students in the preparation of their assessments. In this essay I explain how the course I teach entitled “Hypertext and Literary Study” uses advances in Information Technology to assist students first in the acquisition of key skills and then in the intellectual engagement with complex issues of knowledge management and representation.