In contemporary society, many changes are determined by the arrival of new technologies—which in a social context that is frenetic, chaotic, and liquid (Bauman, 2008)—involves people in its complexity. This change and the subsequent shift to digital products has adduced to a transformation of the written text and its forms of reading, as well as a change of the relation that we have with our emotions. These emotions can be “positive and noble—like enthusiasm and love—or rejections— destructive like anxiety and boredom” (Rosati 2006). This fact has a global character, since it does not only concern the person—the educator and the student—but also the society as a whole, specifically in the ways we communicate and educate. In the era of e-books, reasoning and emotions are faced with the possibility of thinking about the texts in different way, but also, of modifying the IT object in different degrees of technological and communicative competence.