Connecting visual and print literacies in the classroom can bridge distances in students' experiences, because all literacies are complementary and interdependent. This article discusses this rationale for connecting students' communication experiences in and out of classrooms to foster relevant literacies needed in contemporary society. Next it identifies common literacy principles, textual structures, and reader processes that print advertisements and content area texts. It then explains an analytic method called Deep Viewing, which consists of three levels--literal observation, interpretation and evaluation/application--that can be applied to both types of texts. The following code categories that guide viewers through interpretive and applied/evaluation levels of Deep Viewing are described: sequence and structure; semes and forms; language and discourse; proximity and spacing; culture and context; and effects and production. Twenty-two additional classroom activities to connect and extend students' literacies are offered. Finally, the benefits of connecting literacy principles, textual structures, and reader processes through the use of print advertisements and academic texts are discussed. These include: (1) students demonstrate high levels of motivation, interest, and social interaction; (2) following initial analysis, new critical insights are fostered during subsequent readings of academic texts; (3) student curiosity may be sparked, which can lead to self-initiated learning; and (4) students are assisted in forging cohesive understandings and developing sound literacy strategies for all modern media and communications environments. (Contains 24 references.) (AEF)