This project investigated how Effective Learning Advisers in Scottish Higher Education Institutions perceive their role in supporting lifelong learning, particularly with regard to academic writing. Semi-structured interviews were carried out with five participants, and data were analysed in the light of Griffin's analysis of the purposes behind the policy shift to lifelong learning, Wenger's conceptualisation of communities of practice and social learning systems and Baynham's typology of approaches to academic writing. The report concludes that ELAs see themselves as successfully contributing to the support of lifelong learning. However, their role lacks clarity, and further investigation is recommended. (Contains 1 table.)