This volume comprises the refereed proceedings of the 2008 ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa/New Zealand) conference, and explores strands of transformations--learning within cultural contexts, service delivery, student literacy and numeracy, graduate students and professional practice. In Chapter 1, Kay Hammond reflects on the establishment of a holistic academic advising team at the Waitakere campus of Unitec in West Auckland. In Chapter 2, Liz Craven explores the differences between the "sojourner" international student and the skilled migrant who has previously been an international student, and the implications for learning advisors. In Chapter 3 Nishani Singh and Kate Harris support an integrated, discipline- and course-specific approach, adapted to students' needs, with a high level of teamwork between teaching staff and learning advisors as the recommended model to providing learning support for maximum student access and benefit. In Chapter 4, Marcia Johnson, Andrea Haines and Patricia Strang discuss the experience of designing an elearning environment and the challenges of providing a mixed virtual and physical learning place. Moira Hobbs outlines, in Chapter 5, the language, literacy and numeracy (LLN) needs of the students on the drainlaying course at Unitec, the challenges of dealing with low numeracy levels and the resources available to improve student literacy and numeracy. In Chapter 6, Deborah Laurs examines the potential of two programmes--Peer Assisted Study Support (PASS) and Campus Coaches--to not only enhance the experience of first-year students, but to develop attributes of communication, creative and critical thinking and leadership skills in senior students. In Chapter 7, Yuri Uesaka, Mikiko Seo and Shin'ichi Ichikawa draw on psychological research in the area of cognitive counselling to show the link between student beliefs about learning and ineffective learning strategies, and consequent low achieve Chapter 8, Emmanuel Manalo considers the various ways in which learning advisors may be able to provide evidence of tangible transformations in students' academic performance. Just as a totara is only felled in order to make a waka, the effort of study and the interventions of learning advisors occur in the larger context of producing graduates who contribute significantly to their world. (Individual papers contain figures, tables, footnotes, and references.