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The Access Principle: The Case for Open Access to Research and Scholarship


reviewed by Gene Glass & Sherman Dorn 2006

coverTitle: The Access Principle: The Case for Open Access to Research and Scholarship
Author(s): John Willinsky
Publisher: MIT Press, Cambridge
ISBN: 0262232421, Pages: 287, Year: 2006
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We shouldn’t be surprised from his oeuvre that John Willinsky’s latest book is about expanding access to knowledge. As the Pacific Press Professor of Literacy and Technology at the University of British Columbia, his scholarship initially focused on historical and socio-cultural aspects of literacy and curriculum. The trail of his scholarly contributions wends an impressive path through Empire of Words: The Reign of the OED (1994), to Learning to Divide the World: Education at Empire's end (1998)—an AERA "best book" award winner—to If Only We Knew: Increasing the Public Value of Social Science Research (2000), to the present offering.   It is no great act of perspicacity to discern the thread in Willinsky's ten books and dozens of articles: How is knowledge sanctified, how is knowledge turned into a commodity, and how is knowledge distributed? The Access Principle is the logical extension of this path, though one hopes not its termination.... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 108 Number 8, 2006, p. 1715-1720
http://www.tcrecord.org ID Number: 12338, Date Accessed: 4/30/2017 4:26:34 PM

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About the Author
  • Gene Glass
    Arizona State University
    GENE V. GLASS is Regents' Professor of Education Policy Studies and Psychology in Education at Arizona State University. Trained originally in statistics, his interests now include evaluation methodology and policy analysis. In 1975, he was elected President of the American Educational Research Association. He served as Editor of the Review of Educational Research (196870), Editor for Methodology of the Psychological Bulletin (197880), and Co-Editor of the American Educational Research Journal (198386). He is a member of the National Academy of Education. His recent efforts center on the creation of open access ("free-to-read") scholarly electronic journals. From 1993 through 2004, he edited Education Policy Analysis Archives. Currently he serves as editor of Education Review and is Executive Editor of the International Journal of Education & the Arts.
  • Sherman Dorn
    University of South Florida
    SHERMAN DORN is Associate Professor of Social Foundations of Education at the University of South Florida. Educated in history and demography, his interests focus on institutional responses to traditionally marginalized populations and the framing of education policy. His authored and edited works include Creating the Dropout (Praeger, 1996), Schools as Imagined Communities (Palgrave Macmillan, 2005, with Deirdre Cobb-Roberts and Barbara Shircliffe), and Education Reform in Florida (SUNY Press, forthcoming, with Kathryn Borman). He is the current editor of Education Policy Analysis Archives and serves on the boards of Education Review, History of Education Quarterly, and the H-Education scholarly e-mail list.
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