With K-12 students seeming to, at all times, have one foot in the real world and one in the virtual, school districts are starting to acknowledge a new collective responsibility: to teach kids what it means to be a good digital citizen and how to go about being one. The movement to address and characterize digital citizenship originated in the UK, where educators have been working toward establishing protocols for good digital citizenship since the mid-1990s. The effort has been picked up today by Digizen.org, owned and operated by London-based nonprofit Childnet International, which loosely defines the term as the responsibility of all online users to interact with each other with dignity and respect. According to Digizen.org, if educators can help young people see online environments as communities they're helping to shape, they'll act more responsibly. One educator who has taken the step of itemizing the ingredients that combine to create a good digital citizen is Mike Ribble, director of technology at Manhattan-Ogden Unified School District 383 in Manhattan, Kansas. Ribble believes that maintaining privacy is of paramount importance, in light of the amount of time kids spend on social networking sites like MySpace and Facebook, so it is imperative that schools teach students how to use these sites without putting themselves at risk. Ribble has encapsulated his theories at his website, Digital Citizenship: Using Technology Appropriately. In this article, the author discusses how to build a good digital citizen and presents nine elements which, according to Ribble, when combined, may constitute good digital citizenship. These include: (1) etiquette; (2) communication; (3) literacy; (4) access; (5) commerce; (6) law; (7) rights and responsibilities; (8) health and wellness; and (9) security. Here, the author stresses that educators can develop good digital citizens by teaching their students how the basic rules of responsible behavior translate to the virtual world.