The following is an attempt to draw a loose frame around a cluster of disparate activities at Swarthmore College Libraries in order to explore what social justice in digital scholarship pedagogy can possibly mean. The questions at stake: Where can we find and make space in our professional practice as librarians to address injustice? How can we make that work legible, substantive, and important when that work takes place diffusely across a range of decisions, sites, and stakeholders? Given the privilege inherent to our context, how can we avoid being subsumed by trends in higher education and resist institutional virtue signaling? In considering these questions, I want to shift focus from digital projects whose content variously engage issues of injustice and inequity to highlight three sites of less defined activity: faculty training, student programs, and ad hoc collaborations.