More Than Memes: Recognition, Justification, and the Work of Understanding

Abstract

This short paper emerged from a multidisciplinary collaboration investigating the use of memes in higher education across Biology, Education, Forensic Science, Mathematics, Medieval History, and Russian Studies. As colleagues compared examples from different disciplines, it became clear that the most interesting questions were not about memes themselves. Instead, the project highlighted a broader issue concerning how learners encounter meaning through digital artefacts and how moments of recognition relate to deeper disciplinary understanding. What began as a study of memes ultimately led to a wider exploration of interpretation, justification, and the work of understanding in digitally mediated learning environments.

This short paper explores how digital artefacts - including memes, diagrams, AI-generated summaries, visual explanations, and discussion formats - shape interpretation within higher education. It argues that such artefacts often make ideas recognisable before they are fully justifiable within disciplinary frameworks. Students may identify patterns, coherence, or intended meaning before they are able to explain, critique, or defend those interpretations through disciplinary reasoning.

This distinction has become increasingly significant in the context of generative AI, where fluency and coherence can easily be mistaken for understanding. Drawing on examples from practice and insights from edusemiotics, digital pedagogy, and disciplinary learning, the discussion reframes digital artefacts not as simple engagement tools but as sites of interpretive and intellectual work. The paper concludes with practical reflective questions and open-access resources designed to support colleagues in working more intentionally with digital artefacts in their own teaching.