The Looking Glass. Vol. 16 No. 2 (2012)

<b>Table of Contents:</b><p></p> <ul> <li><a href="https://doi.org/10.26181/29398268">Blurring the Boundaries: the changing i-Discourse of children's literature</a></li> <li><a href="https://doi.org/10.26181/29398271">Old Jim Won't Be a N*gger No More: Ramifications of Using Censored Versions of <i>Adventures of Huckleberry Finn</i> in the Classroom</a></li> <li><a href="https://doi.org/10.26181/29398274">Children's Responses to <i>Hoodwinked, the movie</i>.</a></li> <li><a href="https://doi.org/10.26181/29398277">Blogging or Believing? Do themes presented by scholarly discourse correlate with the casual conversations of people through the world wide web?</a></li> <li><a href="https://doi.org/10.26181/29398280">To Be a Mighty Pirate: Guybrush Threepwood, Indiana Jones and a misspent youth of unintentional learning.</a></li> <li><a href="https://doi.org/10.26181/29398283">Review: Blockbusters and Bestsellers - <i>Twilight</i> and <i>The Hunger Games</i>.</a></li> <li><a href="https://doi.org/10.26181/29398286">News, Announcements and Paper Calls</a></li> <li><a href="https://doi.org/10.26181/29398289">Introduction - New Media: new artefact or new way of looking?</a></li> <li><a href="https://doi.org/10.26181/29398292">Reading the Reading Girl: From Frances Hodgson Burnett's Little Editha to Hermione Granger and Her Fans</a></li> </ul>