Holistic approach to education implies that the knowledge is acquired through multiple modes and media, which are becoming increasingly digital. Whereas school plays a dominant role in the construction of literary knowledge, the image of the text is also influenced by unpredictable and informal personal encounters with other literary forms, starting from brief retellings to memes and video games. Even though less conventional literary sources belong to the transmedia universe of a literary text and can make up a large part of the students' semiotic environment, they are rarely included in the system of school education. The presentation introduces a semiotic framework for bridging the gap between the school practice and everyday experiences of students. The theoretical survey is supported by real-life examples from school practice. The framework is based on a Lotmanian conceptualisation of two ways for learning culture (Lotman 1971). In a first case, culture is regarded as a sum of texts and bases cultural literacy on a shared memory of these texts. In the second case, culture is seen as a set of languages used for meaning-making and bases cultural literacy on a command of languages used for creating texts. Even though contemporary systems of education tend to combine both approaches, their definitions of culture are often restricted by dominant ideologies. Namely, the literary canon can be fixed in the official list of compulsory literature, while the notion of literacy is still largely based on a command of verbal language. The presentation features some successful educational projects that seek to expand the understanding of culture in both directions. On the one hand, the set of canonical texts is enlarged by the introduction of the less conventional yet important forms of texts. On the other hand, different media are discussed as languages of culture that each use their own means for making and mediating meaning. The methodological framework is discussed in the context of multicultural society that includes students of multiple cultural backgrounds and semiotic preferences. References: Popovič, Anton; Macri, Francis M. 1977. Literary Synthesis. Canadian Review of Comparative Literature 4 (2): 118-132. Lotman, J. (1971) 'Проблема «обучения культуре» как ее типологическая характеристика'. Труды по знаковым системам, 5, 167-76.