First off, my interpretation of the fundamental meaning of teaching "digital citizenship" is not teaching "citizenship in the digital world/nation," but "the extension of real world political citizenship into the digital realm," although I'm sure that distinction could be the topic of a very long discussion itself.
Citizenship is a political role, and if you look at it outside of political history, and, for Americans, American political history, you're going to come up with a bunch of nonsense.
Is literacy a fundamental part of American citizenship? No. Efforts to make it so are bound up with the history of black disenfranchisement and Jim Crow.
Etiquette is also a method of social control. It is not your responsibility as a citizen to be polite, particularly when polite is defined by those in power.
Safety? That's an open question at this point, in the US. Do you, as a citizen, have an obligation to fasten your seatbelt, not smoke, etc? Perhaps, but I'd argue that it is hardly central to the role.
Learning strategies? That's just out of scope.
Look, we've already got a great framework for building schools around the idea of citizenship, digital or otherwise. I'll quote a little Deborah Meier blogging:
The "five habits of mind" (see below) were a rough, unfinished attempt to get at what such "play" might look like at some Sizer-led schools. These "habits were an effort to describe the essential responses of adults in their vocation of citizenship (and, fortunately, useful for a lot else as well)...
Briefly, the five habits that defined "using one's mind well" in some of the Coalition "progressive" schools are summed up as follows. Being in the habit, whenever confronting something of interest and importance, of asking:
- How do we know what's true or not true? How credible is our evidence?
- Is there an alternate story? Perspective? How might this look from another viewpoint?
- Is there a connection between x and y? A pattern? Have I come across this before?
- What if... supposing that…? Could it have been otherwise if x not y had intervened?
- And finally, "who cares"? Does it matter? (And, perhaps, to whom?)
If you go over Alec Couros's list of things he's freaked out about, I think you'll find those questions to be quite useful. We don't have to start over with "digital citizenship," just apply the best thinking about educating citizens in general, and I think you'll find it applies quite well.