Research article

Threshold practices: becoming a student through academic literacies

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Abstract

Student transitions into the university are often conceived of via an apprentice-type model, or as entrance into a 'community of practice'. This paper disputes the applicability of these models to the indeterminate and opaque nature of student experiences of academic writing, and proposes that emotional destabilization and struggles around identity are a normal part of both transitions and writing. With reference to student text/visual journals and in-depth interviews, it argues for extending the notion of 'threshold concepts', proposing academic literacies as 'threshold practices' which can lead to a reinforced sense of identity as a student. It concludes with implications for practice.

Keywords: THE FIRST YEAR, ACADEMIC LITERACIES, LITERACY PRACTICES, COMMUNITIES OF PRACTICE, LIMINALITY, THRESHOLD CONCEPTS, TRANSITIONS

How to Cite:

Gourlay, L., (2009) “Threshold practices: becoming a student through academic literacies”, London Review of Education 7(2), 181–192. doi: https://doi.org/10.1080/14748460903003626