This paper discusses an ongoing research-based collaboration between an academic literacies researcher and a lecturer in the field of Social Work aimed at exploring the nature of everyday writing in social work. The paper outlines the key principles of the methodology adopted--a text-oriented ethnography--and discusses the extent to which this methodology is facilitating a collaborative partnership towards meeting three interrelated goals: the empirical goal of building rich descriptions of writing in everyday social work practice; the ideological-epistemological goal of challenging a deficit discourse on writing (and writers); and the interventionist goal of working with institutions to harness writing in productive ways to learning and professional practice. Central to this methodological approach is an attempt to build a three-way conversation between the fields of "new" literacy studies, in particular academic literacies; the discipline of social work education; and social work agencies/practitioners. We outline the methodology and foreground some key congruencies across these fields which are helping to facilitate successful collaboration.