As close reading assessment becomes ubiquitous in secondary education, so too does our interest in new literacies. Though online reading may seem to be at cross purposes with "on paper" close reading, this author suggests how the two may successfully intersect. The close reading initiative at Hamilton-Wenham Regional High School in Hamilton, Massachusetts, began in 2011. The author created separate ways of assessing reading and writing, devised myriad approaches to teach close reading, and collaboratively designed a rubric that assessed the annotations that students recorded while reading. Other departments saw the utility of the rubric and adapted it to fit their purposes. Because of its success and reliability, it made sense to look to it for some answers as teachers move forward on close reading in the new literacies. The most obvious sticking point in adopting a close reading new literacies rubric is not the valuable reading practices it outlines, but "how" these practices would be implemented online.