This article introduces a new framework for teaching adolescents to read: Connected Reading. By sharing instructional practices and describing digital tools, the authors argue that a mindful, social model of connected reading is a crucial part of any research activity. As teacher-researchers, the authors led teens through lessons on digital reading, and they surveyed more than 800 students, interviewing 23. The authors asked students questions about their reading habits, on-screen and off, and the authors learned that teens, like adults, vary in their approaches to reading digitally. Teachers have adopted many tools for helping students to engage with print texts. Surprisingly, when the authors spoke with teens and their teachers during the authors' research study, they learned that despite the fact that a variety of tools for digital annotation exist, many do not transfer print annotation skills to digital texts. To make the most of students' digital reading, however, students "must" develop close reading skills that include annotation of digital texts.