This article analyzes the content, theoretical foundations, and practical effectiveness of the “Rotational Analysis” and “Interpretation” methods, which foster collaborative learning skills in literature education. Based on an experiment conducted with third-year students, these methods were found to develop skills such as aesthetic reasoning, analytical thinking, evidence-based argumentation, multi-directional problem-solving, synthesizing core ideas, and rephrasing. The article also discusses the advantages and disadvantages of these methods and provides methodological recommendations for their practical application. 

Collaborative learning, small group work, “Literature Circles” method

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