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This chapter describes an ongoing professional learning initiative that encourages educators’ ethical digital literacy practices. Specifically, this chapter concerns the design, facilitation, and study of a project that presumes educator learning about digital literacy should be interest-driven, openly networked, and oriented toward educational equity. Furthermore, for educators to learn about digital literacy, educators must also participate in and regularly practice digital literacy. And such practices should advance an ethical stance. This chapter is co-authored by organizers of the Marginal Syllabus, a public initiative that, since 2016, has convened and sustained online conversations with educators about equity in education through open and collaborative web annotation. In describing how the Marginal Syllabus encourages educators’ ethical digital literacy practices, this chapter addresses two inquiry questions. First, how might professional learning opportunities, like the Marginal Syllabus, orient educators toward ethical digital literacy practices? And second, how might such professional learning help educators to develop their own ethical stance toward digital literacy practices?

Nearly 40% of California growers apply nutrients in conjunction with their irrigation water, a process referred to as fertigation. Growers may also apply various pesticides through these systems. Farmers adopt new irrigation and fertilizer techniques Changes could help growers maintain yields, protect water quality

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