In this paper we will examine the setting up of the Reading, Writing and Orality Center (cleo) at University of Antioquia (UdeA) as a device through which this Colombian public university is seeking to strengthen academic literacy practices and supporting successful graduation processes. This Center relies upon contributions from Literacy and Academic Literacy Studies. In presenting this pedagogical experience, we aim to present an overview of the Center, and to analyze the workings of three educational-pedagogical strategies on which the work of cleo is based, its approaches and design, and its impact in differ-ent university community actors (teachers, students, and administrative staff ). This will help us discuss and reflect upon the role of language in academic life. Additionally, we will show how these strategies contribute in different ways to university students’ formation. We also we point out that this Center might be a part of a second generation of Reading and Writing Centers, since it pluralizes its language approach and addresses intercultural perspectives, including study-ing orality in its manifold and varied occurrences.