The ability to professionally handle texts is the core competency of humanities work. However, professional reading must be learned. If you are wondering how to support your students in this regard, methodologically oriented answers are often insufficient. This volume addresses gaps in guides and module descriptions and theoretically describes the foundations for instructor-initiated text work in humanities education from the perspectives of communication theory, linguistics, and didactics. The focus is on the networking of texts and text types. The findings and results of this foundational work contribute to the development of higher education didactic theory. It is practice-oriented, as further training offerings can be (re)developed based on it. It offers linguistically interested university educators.