All librarians might profit from considering how educational equity could be furthered by thinking about their vocation as lodged within an ancient tension between furthering access to information, mondialisation, and blocking access to it, globalisation, but such contemplation is especially pertinent for community college librarians, whose students are, in general, the most vulnerable in terms of the ill effects of undertheorized IL. To the extent that a community college student's relationship to knowledge shifts from passive recipient, whose task is to find, evaluate, and use knowledge, to active producer of knowledge, whose enterprise is to create meaning, equity will tend to be produced. When students view themselves as agents as creators of information no longer do they see their papers as compilations of pieces of "Truth" retrieved, evaluated, and used but rather as created works written with the authority that flows from understanding information's political, social, and economic dimensions. This, also, might lead toward educational equity because such a project, if students enthusiastically participated in it, might produce the crucial effects of academic and social integration into the culture of the community college. What is at stake in how community college librarians theorize IL Perhaps the question should be posed to the many students who enter community college with the goal of eventually earning a baccalaureate degree. According to statistical analysis by Mariana Alfonso: "By enrolling at a community college, instead of at a 4-year institution, students see their probability of attaining a bachelor's degree reduced by a range between 21 and 33 percent" [34, p. 893] . If librarians meditate on this vision of injustice, then it becomes apparent that nothing less than equity is at stake when we consider IL theory. Such an urgent stance toward IL is endorsed by Derrida's attempt to connect archives, justice, and "hope in the future" [24, p. 74]: "I have . . . tried to situate justice . . . in the direction of the act of memory, of resistance to forgetting" [24, p. 76]. Nancy argues that "the only task of justice is thus to create a world tirelessly, the space of an unappeasable and always unsettled sovereignty of meaning" [5, p. 112]. Perhaps community college libraries are particularly appropriate places to translate Nancy's framework into practices that would contribute to more equitable outcomes for community college students. This possibility would be difficult to measure for a number of reasons, including the need for precise ways to gauge educational equity, the difficulties researchers generally encounter in tracking community college students after they graduate or transfer, and the many confounding variables that might obscure the effects of an approach to IL that claims to be equity centric. These issues might provide avenues for further research. All librarians might profit from considering how educational equity could be furthered by thinking about their vocation as lodged within an ancient tension between furthering access to information, mondialisation, and blocking access to it, globalisation, but such contemplation is especially pertinent for community college librarians, whose students are, in general, the most vulnerable in terms of the ill effects of undertheorized IL. To the extent that a community college student's relationship to knowledge shifts from passive recipient, whose task is to find, evaluate, and use knowledge, to active producer of knowledge, whose enterprise is to create meaning, equity will tend to be produced. When students view themselves as agents as creators of information no longer do they see their papers as compilations of pieces of "Truth" retrieved, evaluated, and used but rather as created works written with the authority that flows from understanding information's political, social, and economic dimensions. This, also, might lead toward educational equity because such a project, if students enthusiastically participated in it, might produce the crucial effects of academic and social integration into the culture of the community college. What is at stake in how community college librarians theorize IL Perhaps the question should be posed to the many students who enter community college with the goal of eventually earning a baccalaureate degree. According to statistical analysis by Mariana Alfonso: "By enrolling at a community college, instead of at a 4-year institution, students see their probability of attaining a bachelor's degree reduced by a range between 21 and 33 percent" [34, p. 893] . If librarians meditate on this vision of injustice, then it becomes apparent that nothing less than equity is at stake when we consider IL theory. Such an urgent stance toward IL is endorsed by Derrida's attempt to connect archives, justice, and "hope in the future" [24, p. 74]: "I have . . . tried to situate justice . . . in the direction of the act of memory, of resistance to forgetting" [24, p. 76]. Nancy argues that "the only task of justice is thus to create a world tirelessly, the space of an unappeasable and always unsettled sovereignty of meaning" [5, p. 112]. Perhaps community college libraries are particularly appropriate places to translate Nancy's framework into practices that would contribute to more equitable outcomes for community college students. This possibility would be difficult to measure for a number of reasons, including the need for precise ways to gauge educational equity, the difficulties researchers generally encounter in tracking community college students after they graduate or transfer, and the many confounding variables that might obscure the effects of an approach to IL that claims to be equity centric. These issues might provide avenues for further research.
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