This paper will discuss the viability or desirability of arranging corpora for literary translation teaching purposes according to an anthological design, so as to help achieve its twofold goal: to have a hands-on approach to translating literary texts, and to increase students' competence in literature, from literary and textual criticism to the reading of literature and the understanding of correlations between literary systems, traditions and repertoires. Furthermore, the collective nature of an anthology increases the potential and gains of collaborative learning in translation. In fact, the discussion of the type and scope of an anthology, as well as the assessment of choices and strategies for translation, springs from a collective engagement which until recently was not a concern in the traditional setup of literary translation as mostly solitary work . More and more, however, the behavioural skills of networking and collaborative responsibility are found to be inextricable from the transferable skills of translation competence. For literary translation this association is of special utility at the beginner level, where the subjective/idiosyncratic nature of stylistic choices gains from being checked by the collective, and in negotiation with a varied set of stakeholders, from authors to editors and prospective readers.