I found Mills Kelly’s article interesting because it discusses how much conversation in a classroom can develop with the Google database. Showing students how often a word or phrase occurs through literature in certain points of history encourages them to study the text that they are observing. These maps and phrases follows the trends used in literature and gets the students to think about why one subject may be used more often in one time period over another. I think that this tool gets the students to think more about the history of literature and how it develops and evolves, rather than remaining stagnate with the same words being used over and over.

I have considered how I would use this approach in my own classroom, much like the suggestions in Sinclair and Rockwell’s article. I think that I would give my students each a term and have them focus on one specific time period. This allows them to consider the literature that was published in this time and why this theme may have existed. Not only does it get the students to think about the history, but they need to look into the content published in order to understand why the terms were used and what the meaning really was. This encourages close reading for the students after being introduced to the literature in a distant reading experience. I think that tools like these brings the technology into the classroom, but the fact that it studies codex texts encourages the two mediums to be brought together and still have a large focus on the study of literature.