My monograph, Open-Access, Multimodality, and Writing Center Studies, is available to purchase on Amazon. Chapter Five of the text is available open-access, and can be read/downloaded here.

Open-Access, Multimodality, and Writing Center studies was nominated for the 2018 IWCA Outstanding Book Award.

Book Cover

Comments about Open-Access from 2018 IWCA Award Committee Reviewers

“This book makes an outstanding contribution to writing center scholarship. The author uses different methodological approaches to understand how the knowledge-construction and knowledge-spreading works in writing center studies. In a certain way, it is an archeology of knowledge because the book allows to see how an academic community is built over the time. I think this is a significant effort that also has the possibility of transfer in other fields of knowledge. The reflection about open access and multimodality is innovative in relationship with writing center studies.” 

“This text is well-researched, and despite its seemingly narrow focus, it has larger implications for writing centers as a community of practice and a field that is professionalizing in the ways we think about theory, research, and access. It also connects to larger issues in higher education and education at large asking us to consider why and how we gatekeep information and support systems that may be problematic in their power dynamics.”

“Questions of access are not only timely, but critical: students (and, let’s face it, faculty and administrators) are experiencing greater financial strain than ever before – and Buck’s book takes to task the ways in which limiting access in the service of ‘rarified air’ does a profound disservice to those most in need of resources. Buck argues for a conscious, conscientious approach to how we share, publicize or profit upon our own work – and she leads by example, making her book open-access.”

“The questions raised in this text about who has access to which publications, who submits publications to which journals and why, and who is published where and why are incredibly important. The reality is that secondary school teachers don’t have the time or resources to access a lot of the more ‘prestigious’ publications that aren’t open-access, and they don’t have the time to devote to publishing – let alone the expectation to publish- that those in higher ed do have…From a SSWC director’s perspective, I think this text is incredibly important and helps to advance the work done in our field.”