ABSTRACT
The concept of digital citizenship, though, is really in its infancy, both in terms of classroom practice and in educational research. This chapter seeks to provide one possible framework for educators to consider as they help foster citizenship in a global society. In school, however, students are being told how to behave online through rule-heavy digital citizenship curricula that is designed and developed without their input. The chapter shows how traditional, digital, media, and critical media literacy instruction can support the development of personally responsible, participatory, and justice-oriented digital citizens. People most closely associate digital literacy with technological literacy, which is only a very small component. A justice-oriented citizen is concerned with equality, uncovering injustices in the community and working toward systematic solutions and change. An educational system intent on developing digital citizens should acknowledge the role individuals play in helping shape and develop digital cultures.
