Research on the transition of students into Academia has previously focused on intelligence and effort as determinants of success. In this article I will argue that the liminal experience of transition into the academic environment is enhanced by multi-logic spaces where curiosity and focus are key attributes of the academic literacy classroom. In this educative nurturing space the mentor-lecturer and her students engage meaningfully and with academic curiosity with socially rich experiential learning. Monological teaching disregards the voices that should be heard in the multi-logical classroom where the mentor-lecturer encourages constructivist interaction between herself, students as well as reading texts and student generated writing. [For the complete Volume 13, Number 1 proceedings, see ED568595.]