One of the things the editors will be thinking about after we publish Writing Spaces: Readings on Writing, Vol. 2 (projected for Dec. 2010), is how to expand the project in new directions. It might include volumes on topics other than first year composition; or, as has been suggested already by one of the editors, it would be useful to do some curriculum development using the series.
In the latter case and with other initiatives I can imagine, Writing Spaces will have to move away from the peer-reviewed anthology model towards more highly collaborative commons-based peer production. As I have previously mentioned, the peer-reviewed anthology model works well for the typical teacher because the publication genre would be more familiar to those who evaluate teachers in tenure and promotion review. Moreover, it's also a familiar production process to the teacher. It's much easier for me to imagine the average teacher committing to writing a proposal, and if accepted, writing a full manuscript that is then reviewed by an editorial board, and finally going through copy editing, including reviewing galley proofs. Teachers know and understand this type of publication process. This as opposed to joining an online textbook community and sharing documents as digital media, or perhaps working on a wiki in commons-based peer production; engaging in such a publication adventure is a riskier commitment to the average faculty member because they don't know what to expect.