Baker, Sally2025-05-302025-05-301474-0222ORCID:/0000-0001-9143-5816/work/162950526http://www.scopus.com/inward/record.url?scp=85053697104&partnerID=8YFLogxKhttps://hdl.handle.net/1885/733755033Although “transition” is an established area of educational research, there has been little empirically exploration of how shifts in the ways that knowledge is packaged and valued impact on students’ reading and writing as they transition into higher education. This article draws on a longitudinal ethnographic study that traced the experiences, practices and understandings of 11 students from their last year of A-levels through to their second year of undergraduate study. Analysis shows that the forms of knowledge privileged and the ways that knowledge is packaged vary significantly between the two educational contexts, impacting on students’ engagement with texts (both reading and writing) as they transition into university. This article further illustrates that as a result of shifts in what counts as knowledge between these levels, students face challenges adapting to undergraduate literacies, which disrupts the simplistic notion of transition evoked in the dominant positioning of “the transition to university”.The author disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by a PhD studentship from The Open University and The Royal Literary Fund (UK).22enPublisher Copyright: © The Author(s) 2017.A-levelsacademic literaciesacademic readinghigher educationknowledgestudents’ writingTransitions2018-10-0110.1177/147402221772243385053697104