In a few years, the last contemporary witnesses of National Socialism and the Holocaust will have died. At the same time, migration is increasing. So,children and adolescents in Germany grow up at the transition from communicative to cultural memory (Assmann & Assmann 1994). In literary pedagogy and beyond there is a consensus that the reception, reflexion, and discussion of (aesthetic) literature and (multimodal) media can also stimulate the imagination, enable (imagined) experiences, and contribute to (historical) learning and memory formation (Hoffmann 2012). In a seminar on literacy and literature pedagogy, university students of childhood education visited an exhibition (not only) for children about the true story of a persecuted Jewishfamily (Behr & Wendeborn 2016), wrote reports about their visit experiences, and answered questionnaires. What are the potentials of visiting and reflecting on the (children's) exhibition for the different students regarding their future profession as educators and for their individual memory formation? The paper tells the stories of the Cohn family and the exhibition and presents analyses of key incidents (Kroon & Sturm 2007) from the students' texts. The results show that and how multiplicity and multimodality of storytelling can offer special potentials for memory formation.