Model of Literary Instruction through Narrative IdentityGrandits, Peter (Avtor) Krek, Janez (Mentor) Skubic, Darija (Komentor) narrative engagementtransformative learningnarrative identityliterature educationscien-tific study of literatureThis thesis introduces the NDR-model of literature education that is intended to enhance nar-rative engagement and identity learning. The NDR-model stimulates learners to experientially engage in narration, dialogue, and text response. During the practices of writing/reading the life story (narration) and of reading/writing the literary story (response), the self as narrative transacts with the text as narrative. Reading/writing the literary story and writing/reading the life story are instances of the poietic play on the principle which results from the interaction of the productive and the creative imagination. During the act of reading, the NDR-model facili-tates the mediation between the world of the text and the world of the reader, which has been conceptualized as the learner’s narrative identity, by encouraging the learners to intertextually link the literary texts with their life stories. These personally relevant connections are found to be the condition of possibility of accommodative and transformative identity learning. A mixed-methods quasi-experimental study explored the effects of the NDR-model on upper secondary grammar school students’ reading orientations, attentional mode, modes of reading engagement, and reading outcome. In the quantitative study, statistically significant increases in literary response scores (insight orientation, attentional shifting, experiential and analytic engagement, self-insight) were detected in the experimental group. In addition, participants’ self-reported scores differed significantly between the experimental and control groups, which again indicates that the NDR-model increased the students’ attentional shifting, fostered their narrative engagement and triggered self-insight, whereas regular literature education did not. The qualitative analysis of interview, observation, and artefact data suggested that the NDR-students’ learning practices of narration (writing/reading the life story), response (read-ing/writing the literary story), and dialogue were promoted. Additionally, participants experi-enced insight into the self and insight into the other because they were stimulated to engage with literary texts in the context of their personal identities.P. Grandits20232023-04-13 10:55:59Doktorsko delo/naloga145193sl