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In a process of literary socialization, children and young people learn to deal with literature in accordance with certain institutional constraints. In this article some empirical proof is given for the assumption that patterns of communication, which are characteristic of eductional settings in general, shape the structure of ‘literary knowledge’ and affect the strategies of handling literary texts. Analysis of two fragments from transcripts of classes on literature shows how processes of literary understanding get lost behind the surface structure of the stereotypical interaction between teacher and pupils, and how a confusing and deceptive picture of ‘literary knowledge’ comes to existence. Some evidence of negative effects of such teaching patterns on literary comprehension outside the school is given in the last section of this article.