This article furthers the somewhat underdeveloped area of research regarding the consideration of complex theoretical concepts such as postmodernism and metafiction in relation to children’s literature by concentrating on a stunningly complex—although by no means rare—experimental text aimed at 8–12 year-olds. Using The Secret Series by Pseudonymous Bosch as example, I examine how children’s literature can use such strategies to engage a child-reader and make them a tangible part of the construction of the novel. Drawing on elements of Text World Theory, diegetic narrative levels and the concept of the internal author, this study primarily explores the role of the interactive, visibly inventing, postmodern narrator, and, by extension, the dramatization of the reader as a part of the story. Framed against an academic background in which children’s literature was deemed unworthy of study or outright dismissed, this article illustrates why children’s literature is not only worthy of rigorous academic study in its own right but also that it often readily displays enough literary, linguistic, and narratological complexities to rival even the most sophisticated literature for adult readers.

本文着重研究了针对儿童文学的复杂理论概念（例如后现代主义和元小说），研究领域有些欠发达，重点是针对8至12岁儿童的惊人惊人的复杂实验文本（尽管绝非罕见）。使用秘密系列我以博世假名（Bosseudonymous Bosch）为例，研究了儿童文学如何利用这种策略吸引儿童阅读器并使之成为小说建构的有形部分。借鉴文本世界理论，营养主义叙事水平和内部作者的概念，本研究主要探讨了互动，可见的发明，后现代叙事者的作用，并由此扩展了读者的戏剧化作为其一部分的作用。故事。本文以儿童文学被认为不值得学习或被彻底剥夺的学术背景为框架，说明了为什么儿童文学不仅本身值得进行严格的学术研究，而且往往可以轻松地展示出足够的文学，语言，