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This contribution focuses on the analysis of an editorial practise, illustrated by the recent approach of the Encyclopædia Universalis to computerized systems of knowledge dissemination. The purpose is to study the conditions of technical and cognitive appropriation created for readers/users in their confrontation with sophisticated systems and hypermedia reading/writing interfaces. Information literacy is used to identify an informational model of the individual concerned, induced by the technical evolutions and the communication systems that are presented.