Collaborative Learning and American Literature

Abstract

Collaborative learning has long been associated with the teaching of writing (Trimbur 1985), but recently teachers across the curriculum have been exploring ways small groups can be used as an alternative to the class room lecture (e.g., Rau and Heyl 1990; Glidden and Kurfiss 1990; Borresen 1990). One area which small group ac tivities seem especially suited is Amer ican literature. Collaborative learning not only offers students opportunities to interpret literary texts, but it also gives them experience democratic decision making, a process whose tensions allow students a way in to their national literature. Only two things are necessary for col laborative learning?a group and a task. Because a good task is difficult to de sign, much of what I say will be about task development. The specific exam ples I use my discussion are drawn from American literature; however, what I say general about task design can be applied to any course the hu manities, the social sciences, or the hard sciences. Teachers disciplines as var ied as history, biology, physics, phil osophy, and mathematics should be able to locate the general principles described here and make them applicable to their own use of collaborative learning.