DECAL: A Strategy for Collaborative Literature Discussions

Abstract

This article addresses a small group literature discussion technique that was implemented during one pre-service teacher’s field experience in a seventh grade Language Arts classroom. Based on the principles of social constructivism and transactional theory of reader response, the DECAL model is structured to allow students to better understand the complexity of literary elements and to stimulate lively discussions. DECAL stands for Design, Extensions, Connections, Author’s Structure, and Language. It is a variation of collaborative literacy in which group processes are a part of the individual learning activity. DECAL provides teachers with the steps to promote active engagement and empower students to build their own knowledge within the constructed democracy of learning. The small group literature discussion technique presented in this article is applicable to teacher educators who wish to address the important role of collaborative book discussion for young adolescent readers in middle grade pre-serviceteacher education.