Jenkins (2009) asserts that it is a "digital imperative" for educators to develop their students' technology awareness and dexterity, but also their own. How can educators teach what they do not know? To make the digital imperative a reality in university and secondary classrooms, teacher preparation faculty can tap into the Internet and harness its inherent qualities of a "participatory culture." Jenkins' explanation suggests a reciprocal teacher-learner dynamic process. The concept of a participatory culture of the Internet can be a useful tool in two ways: (1) addressing the digital imperative by further developing teachers' and students' technology awareness and dexterity; and (2) maximizing student expertise and promote teacher-learner collaboration. Jenkins considers digital literacy a social skill that can be facilitated by the participatory nature of the Internet. Strategies presented in this paper can be adapted to most teacher preparation courses. In Part I, the authors discuss potential problems and criticisms in promoting digital literacy. Part 2 presents select strategies with corresponding rationales for promoting digital literacy. Finally, Part 3 illustrates practical ways for implementing and assessing the strategies in Part 2.