In my paper I shall discuss four devices common in works of literature that facilitate our learning from it. Namely, these are simplification, exemplification, the demonstration of options and representative discussions, and internal focalisation and the generation of immersion. It is important that these devices are not exclusively literary but that they nevertheless contribute to the genuine epistemic value of literature. My underlying approach is that of analytical literary criticism which draws on the traditional understanding of knowledge as justified true belief. While outlining this approach by elaborating two exemplary positions (that of Tilmann Köppe and Oliver R. Scholz) I shall also give a general but brief account about research on the relation between literature and knowledge in Germany. My line of argument will be illustrated with examples from novels that can be considered science-in-fiction, a term coined by Carl Djerassi.