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ERIC Number: EJ856080
Record Type: Journal
Publication Date: 2009-Jul
Pages: 12
Abstractor: As Provided
Reference Count: 59
ISSN: ISSN-1474-8460
Threshold Practices: Becoming a Student through Academic Literacies
Gourlay, Lesley
London Review of Education, v7 n2 p181-192 Jul 2009
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. (Contains 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom