The results of a year-long study of French high school students carried out in 2013-2014 show that pupils are not unwilling to read literary works. When the story appeals to them, pupils are willing to make an effort to read, regardless of the medium. Yet while drawn to reading, pupils rarely put this interest into action through regular reading practice. While the digital format in and of itself does not foster a taste for reading among pupils, the digital medium is identified as a possible mode of access to literary works, a mode which brings such works into the digital universe of teens. We conclude that teenagers’ digital skills and habits should be taken more closely into account when developing the technical mediations of digital books.