One under-researched writing practice of today's millennial youth is online journaling. Despite the plethora of online journals on the Internet and their ubiquitous use by adolescents, little research has been conducted on online journaling as a literacy practice. The purpose of this study was, therefore, to explore how and why adolescents choose to read and compose online journals as electronic texts. Through a framework of literacy as a social practice, these case studies describe how two adolescent girls responded to these post-typographical texts to, in turn, design their own texts. This study describes each girl's use of online journals and how they used online journaling for social connection, identity formation and representation, and as a link to school literacy assignments.