This paper explores the effectiveness of existing conceptions of digital citizenship education (DCE) to address the challenges and issues of postdigital societies. Current conceptions of DCE aim to develop learners who are capable of using digital technologies to their advantage or for the betterment of society. However, existing DCE approaches do not fully acknowledge the relational space between humans and digital technologies. Applying postdigital theory to DCE forefronts sociotechnical relations and the issues citizens face in postdigital societies. Using the Aotearoa New Zealand context as an example, digital citizenship policies and guidelines are unpacked to reveal the shortcomings of the guidance schools and teachers are offered. The analysis suggests ways to update current DCE approaches to reflect the realities of citizenship in continuously developing, complex postdigital societies.