Apparently, Internet memes have for a few years now kept, and even strengthened their position as one of the most influential products of social media, and as such have also become the object of academic study recently. Judging from the content that I regularly come across on the two social media platforms where I have an account, universities and colleges all over the (digital) world seem to have decided in favour of this compact but really verstaile phenomenon. Departments of higher education institutions, literary and cultural societies run thematic meme pages on Facebook1 and Instagram,2 where competent users produce a considerable amount of memes to communicate scientific and academic information on a regular basis. Obviously, integrating this particular product of digital culture in the teaching process (in any field) is just one of the many methodological options one can choose from. In my paper I made an attempt to give reasons why using memes can prove helpful when dealing with certain modules in literary courses. I also gave examples of specific task types where, using memes during the interpretative process might enhance the motivation to read the literary texts in the reading list.