That along with public and community there was audience. And Technology, University of Toronto, and historian of media communications I owe the distinction between community, audience and public. I derive the important notion of eavesdropping in pedagogical situations. See his work on the philosophical dialogue, A Unity of Voices . Before examining access in terms of writing labs and teaching, let us extrapolate from a model of access to the library.
Physical access has an electronic analog.
For example, the library catalogue and databases are searchable by any one who is wired but certain database are not because of licensing agreements. This type of access accountability addresses the reader. And very often even in writing classes the students are positioned as readers, at best, note takers during a lecture. Let us take our students seriously as publishers. I do not mean just proto-publishers.