Back in 2015, when I discussed in my talk the possible advantages of integrating social media content into my course material at the conference mentioned earlier, the internet meme was already a highly popular social media phenomenon, standing closer, though, to being a source of entertainment than a serious “discursive unit of digital culture” (Wiggins 2019, Preface/Foreword) capable of formulating and transfering valuable and thought inspiring reflections about topical matters and significant questions, let alone perspectival interpretations of classical literary works. Clearly, the internet meme has come a long way since then and become by now an “artifact[] of participatory digital culture”. (Wiggins, 2019, 40.) So much so that today it is supposed to be defined and discussed as a digital genre in its own right, and “not simply as a formula followed by humans to communicate, but [something that] represents a complex system of social motivations and cultural activity that is both a result of communication and impetus for that communication” (p. 40). Wiggins’ definition contains a few crucial keywords that gesture to what can make literature-themed internet memes usable in the teaching (and probably in the learning) process: they are digitally accessible and producible, they convey communicative content, and can potentially enhance the feeling of participation. The possible contribution of these traits of memes to the successful completion of certain modules in a course of literature will be discussed in the third section of the paper concerning itself with a few relevant aspects of my teaching experience.