To evaluate the impact of digital technologies, we may consider in overview an escalating series of effects. At the lower levels are e-mail, departmental websites, web searches, text messaging, creating digital files, saving and disseminating them, and so forth. Nearly everyone in academia, and large numbers outside academia, participate in digital technologies at these levels. Even here, the effects are not negligible. For example, the patterns of errors in writing made with pen and/or typewriter are quite different from those made with word processing. More dramatic is the impact on academic research; whereas scholars used to haunt the library, nowadays they are likely to access the sources they need via web searches. (Hayles 2012, 2)