The reception in academic circles of the idea of applying such apparently lightweight social media content in university course materials as Internet memes back in 2015 was slightly mixed, to say the least. The dismissive attitude has probably been induced by such factors as the relatively low prestige, even in pop culture standards, of the social media context they happen to be embedded in. Let alone their immense popularity – something so massively popular must be easy and cheap. Put in historical perspective, though, phenomena of popular culture will in every historical era turn out to be inseparabe from those that historians of art and culture label as high.1 To be sure, back in 2015 memes rarely went beyond commenting on topical cultural phenomena and news, or issues of social, political, economic, or perhaps of celebrity interest. The memes produced to express opinion on artifacts, including literature, film, or music, did manage to address commonly known thematic points but were often lacking in sophistication, whose reason is perhaps to be sought in the low number of usable templates. With the passing of time, however, approximately in three or four years’ time, the Internet meme had developed new genres specialised in dealing with a broad spectrum of topics including literature of all kinds from classical to contemporary, high- and low-brow, visual art, films and cinematography, history, philosophy, sociology, economics, business studies, and science such as physics, astronomy, and chemistry.