Participatory culture has many mechanisms to support peer-to-peer learning as young people enter interest-driven and friendship-driven networks. In this article, the authors argue that school librarians can help bridge the gap between the excitement of having students experiment with new forms of social learning and new digital-media practices, and meeting the obligations of institutions to promote responsible citizenship, respect for others, and a willingness to sometimes sacrifice immediate self-interest for the long-term common good. If school libraries have long functioned as sites where students have less-structured and more unmediated interactions with large collections of information, these experiences with traditional media may present good models as educators consider how to approach digital literacy education in new ways. The authors also assert that laws and regulations mandating that schools be cut off from potentially subversive content on the Web based on "the predator panic," "the bullying panic," or "the distraction panic" should be challenged by anyone who cares about access to information and the learning that it promotes. Librarians have historically been champions of intellectual freedom and have often been the last line of defense when the community has sought to cut young people off from meaningful engagement with the online world.