When Time magazine declared its 2006 person of the year to be “You”, the magazine was pointing to an undeniable reality: anyone with an Internet connection can be a reporter, political commentator, cultural critic, or media producer. Around the same time, the media scholar H. Jenkins and his colleagues published a paper appreciating the “participatory cultures” of creation and sharing, mentorship, and civic engagement that were emerging online, especially among young people. Although Time did not explicitly frame participation in the new media as a youth phenomenon, most of the fifteen “citizens of digital democracy” who were featured in its December 13 article were under the age of thirty-five. Jenkins and his colleagues strongly suggest that young people are especially well-poised to take full advantage of Web 2.0. On the other hand, ever since digital technologies were made available, scholars, educators, policymakers, and parents have been debating their implications for young people’s literacy, attention spans, social tolerance, and tendency for aggression. Considerable strides are now being made in scholarship in many of these areas.