The Literacies for Learning in Further Education (LfLFE) research project has been funded for three years from January 2004 as part of Phase 3 of the Teaching and Learning Research Programme in the UK (TLRP). The project involves collaboration between two universities and four further education (FE) colleges. The LfLFE project does not view literacy as a set of individual skills and competencies alone, but as emergent and situated in particular social contexts (Barton, Hamilton and Ivanic, 2000). The project is now in phase two of the investigation of students' literacy practices and will soon be constructing interventions designed to mobilise these to enhance their learning on college courses. A central concern for the project is to understand how the literacy demands of college life and being a student relate to students' other literacy practices (in their leisure, work- based and other areas of life) and whether these can be mobilised to support their learning. This poses significant pedagogic, methodological and theoretical challenges, one's that are of major concern in situated learning theory and activity theory. Early analysis of data suggests that literacy practices are emergent within home-based, leisure and voluntary work contexts, in formal paid workplace contexts and in work placement contexts. This paper explores whether different subject areas, pedagogical approaches, and student dispositions might allow for opportunities for boundary crossing for literacies between these contexts and those of the formal curriculum in further education. The paper draws upon the project's ethnographic data to explore the view that literacy practices have the potential to be the boundary objects (Star, 1989). By this understanding, literacy practices would themselves be 'in transition' across the boundaries between the curriculum and the everyday and would involve participants in a process of reflecting on, and adapting them. Understanding literacy and transfer in this way has associated consequences for students' and teachers' identifications and the negotiation of a more inclusive pedagogy to take account of student's everyday and work-related literacy practices. Theorising inclusive pedagogy along these lines pushes the discourses of inclusion in education beyond issues of access and attendance in formal learning contexts and narrow notions of being 'student-centred'. The argument being made is for a shift towards the inclusive recognition and acceptance of students' experience in a more dynamic and holistic manner in teaching and learning processes through mobilising practices from everyday life.