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Dr Margaret Merga

Senior Lecturer

Staff Member Details
Email: m.merga@ecu.edu.au
Campus: Joondalup  
Room: JO8.314  
ORCID iD: https://orcid.org/0000-0002-9009-3700

Margaret is a Senior Lecturer for the School of Education.

Qualifications

  • Doctor of Philosophy, Edith Cowan University, 2014.
  • Master of Education, University of Tasmania, 2007.
  • Graduate Diploma in Education - Secondary, Murdoch University, 2006.
  • Bachelor of Arts Second Class Honours in English (Div A), The University of Western Australia, 2000.

Research Outputs

Journal Articles

  • Merga, M., Mason, S. (2021). Mentor and peer support for early career researchers sharing research with academia and beyond. Heliyon, xx(xx), xx. https://doi.org/10.1016/j.heliyon.2021.e06172.
  • Mason, S., Merga, M., Gonzalez Canche, MS., Mat Roni, S. (2021). The internationality of published higher education scholarship: how do the 'top' journals compare?. Journal of Informetrics, 15(2), xx. https://doi.org/10.1016/j.joi.2021.101155.
  • Ferguson, C., Merga, M., Winn, S. (2021). Communications in the time of a pandemic: the readability of documents for public consumption. Australian and New Zealand Journal of Public Health, xx(xx), xx. https://doi.org/10.1111/1753-6405.13066.
  • Mason, S., Morris, J., Merga, M. (2021). Institutional and supervisory support for the Thesis by Publication. Australian Journal of Education, 65(1), 55-72. https://doi.org/10.1177/0004944120929065.
  • Merga, M., Mat Roni, S., Loh, CE., Malpique, A. (2021). Revisiting Collaboration Within and Beyond the School Library: New Ways of Measuring Effectiveness. Journal of Library Administration, xx(xx), xx. https://doi.org/10.1080/01930826.2021.1883370.
  • Merga, M., Ferguson, C. (2021). School librarians supporting students’ reading for pleasure: A job description analysis. Australian Journal of Education, xx(xx), xx. https://doi.org/10.1177/0004944121991275.

Book Chapters

  • Merga, M., Mason, S. (2020). Parental support of reading at home in Australia and Japan: Benefits, barriers and culture. The Bloomsbury Handbook on Reading Perspectives and Practices (133-144). Bloomsbury Academic. https://doi.org/10.5040/9781350137592.ch-010.

Journal Articles

  • Merga, M. (2020). ‘We Talk Books’: Teacher Librarians Promoting Book Discussion to Foster Reading Engagement. English in Australia, 55(1), 22-33.
  • Mason, S., Merga, M., Morris, J. (2020). Typical scope of time commitment and research outputs of Thesis by Publication in Australia. Higher Education Research and Development, 39(2), 244-258. https://doi.org/10.1080/07294360.2019.1674253.
  • Merga, M., Mat Roni, S., Malpique, A. (2020). School leadership and whole- school support of struggling literacy learners in secondary schools. Educational Management Administration and Leadership, 2020(Article in press), 1-17. https://doi.org/https://doi.org/10.1177/1741143220905036.
  • Merga, M., Mason, S. (2020). Sharing research with academia and beyond: Insights from early career researchers in Australia and Japan. Learned Publishing, 33(3), 277-286. https://doi.org/10.1002/leap.1296.
  • Mason, S., Merga, M., Morris, J. (2020). Choosing the Thesis by Publication approach: motivations and influencers for doctoral candidates. The Australian Educational Researcher, 47(5), 857–871. https://doi.org/10.1007/s13384-019-00367-7.
  • Merga, M., Mason, S., Morris, J. (2020). ‘What do I even call this?’ Challenges and possibilities of undertaking a thesis by publication. Journal of Further and Higher Education, 44(9), 1245-1261. https://doi.org/10.1080/0309877X.2019.1671964.
  • Merga, M., Hays, M., Coventry, T. (2020). Nurse managers’ perceptions of barriers to the mentoring of early career nurses. Mentoring and Tutoring: Partnership in Learning, 28(1), 60-77. https://doi.org/10.1080/13611267.2020.1737778.
  • Merga, M., Mat Roni, S., Mason, S. (2020). Teachers’ perceptions of their preparedness for supporting struggling literacy learners in secondary English classrooms. English in Education, 54(3), 265-284. https://doi.org/10.1080/04250494.2020.1775488.
  • Merga, M. (2020). How Can School Libraries Support Student Wellbeing? Evidence and Implications for Further Research. Journal of Library Administration, 60(6), 660-673. https://doi.org/10.1080/01930826.2020.1773718.
  • Merga, M. (2020). School Librarians as Literacy Educators Within a Complex Role. Journal of Library Administration, 60(8), 889-908. https://doi.org/10.1080/01930826.2020.1820278.
  • Merga, M., Mason, S. (2020). Early career researchers’ perceptions of the benefits and challenges of sharing research with academic and non-academic end-users. Higher Education Research and Development, 2020(Article in press), 1-15. https://doi.org/10.1080/07294360.2020.1815662.
  • Merga, M., Mat Roni, S., Mason, S. (2020). Should Google Scholar be used for benchmarking against the professoriate in education?. Scientometrics: an international journal for all quantitative aspects of the science of science, communication in science and science policy, 125(3), 2505-2522. https://doi.org/10.1007/s11192-020-03691-3.
  • Merga, M., Mason, S. (2020). Doctoral education and early career researcher preparedness for diverse research output production. Journal of Further and Higher Education, 2020(Article in press), 1-16. https://doi.org/10.1080/0309877X.2020.1807477.
  • Merga, M., Mat Roni, S., Malpique, A. (2020). Do secondary English teachers have adequate time and resourcing to meet the needs of struggling literacy learners?. English in Education, 2020(Article in press), 1-17. https://doi.org/10.1080/04250494.2020.1838897.
  • Merga, M. (2020). What is the literacy supportive role of the school librarian in the United Kingdom?. Journal of Librarianship and Information Science, 2020(Article in press), 1-14. https://doi.org/10.1177/0961000620964569.
  • Merga, M., Mason, S. (2020). Perspectives on institutional valuing and support for academic and translational outputs in Japan and Australia. Learned Publishing, 2020(Article in press), 1-10. https://doi.org/10.1002/leap.1365.
  • Merga, M. (2020). “Fallen through the cracks”: Teachers’ perceptions of barriers faced by struggling literacy learners in secondary school. English in Education, 54(4), 371-395. https://doi.org/https://doi.org/10.1080/04250494.2019.1672502.
  • Merga, M. (2020). School libraries fostering children’s literacy and literature learning: mitigating the barriers. Literacy (Oxford), 54(1), 70-78. https://doi.org/https://doi.org/10.1111/lit.12189.

Books

  • Merga, M. (2019). Librarians in schools as literacy educators: Advocates for Reaching Beyond the Classroom. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-21025-0.
  • Merga, M. (2019). Reading Engagement for Tweens and Teens: What Would Make Them Read More?. Libraries Unlimited.

Journal Articles

  • Merga, M. (2019). Do Librarians Feel that Their Profession Is Valued in Contemporary Schools?. Journal of the Australian Library and Information Association, 68(2), 18-37. https://doi.org/10.1080/24750158.2018.1557979.
  • Merga, M. (2019). How do librarians in schools support struggling readers?. English in Education, 53(2), 145-160. https://doi.org/10.1080/04250494.2018.1558030.
  • Merga, M., Mason, S., Morris, J. (2019). ‘The constant rejections hurt’: Skills and personal attributes needed to successfully complete a thesis by publication. Learned Publishing, 32(3), 271-281. https://doi.org/10.1002/leap.1245.
  • Merga, M. (2019). Collaborating with teacher-librarians to support adolescents’ literacy and literature learning. Journal of Adolescent and Adult Literacy, 63(1), 65-72. https://doi.org/10.1002/jaal.958.
  • Merga, M., Mason, S. (2019). Building a school reading culture: Teacher librarians’ perceptions of enabling and constraining factors. Australian Journal of Education, 63(2), 173-189. https://doi.org/https://doi.org/10.1177/0004944119844544.
  • Merga, M., Ledger, S. (2019). Teachers' attitudes toward and frequency of engagement in reading aloud in the primary classroom. Literacy (Oxford), 53(3), 134-142. https://doi.org/10.1111/lit.12162.
  • Mat Roni, S., Merga, M. (2019). The influence of extrinsic and intrinsic variables on children’s reading frequency and attitudes: An exploration using an artificial neural network. Australian Journal of Education, 63(3), 270-291. https://doi.org/https://doi.org/10.1177/0004944119880621.

Journal Articles

  • Merga, M., Gardiner, V. (2018). The role of whole-school literacy policies supporting reading engagement in Australian schools. English in Australia, 53(3), 37-50.
  • Mason, S., Merga, M. (2018). A current view of the thesis by publication in the Humanities and Social Sciences. International Journal of Doctoral Studies, 13(2018), 139-154. https://doi.org/10.28945/3983.
  • Merga, M., Ledger, S. (2018). Parents’ views on reading aloud to their children: beyond the early years. Australian Journal of Language and Literacy, 41(3), 177-189.
  • Rutherford, L., Merga, M., Singleton, A. (2018). Influences on Australian adolescents’ recreational reading. Australian Journal of Language and Literacy, 41(1), 44-56.
  • Merga, M., Mat Roni, S. (2018). Characteristics, preferences and motivation of avid non-fiction readers. Collection and Curation, 37(2), 50-59. https://doi.org/10.1108/CC-05-2017-0019.
  • Merga, M. (2018). “I don’t know if she likes reading”: Are teachers perceived to be keen readers, and how is this determined?. English in Education, 50(3), 255-269. https://doi.org/10.1111/eie.12126.
  • Merga, M. (2018). What motivates avid readers to maintain a regular reading habit in adulthood?. Australian Journal of Language and Literacy, 40(2), 146-156.
  • Merga, M., Mat Roni, S. (2018). Children’s perceptions of the importance and value of reading. Australian Journal of Education, 62(2), 135-153. https://doi.org/10.1177/0004944118779615.
  • Rutherford, L., Singleton, A., Derr, LA., Merga, M. (2018). Do digital devices enhance teenagers’ recreational reading engagement? Issues for library policy from a recent study in two Australian states. Public Library Quarterly, 37(3), 318-340. https://doi.org/10.1080/01616846.2018.1511214.
  • Merga, M. (2018). Silent reading and discussion of self-selected books in the contemporary classroom. English in Australia, 53(1), 70-82.
  • Merga, M., Mat Roni, S. (2018). Empowering parents to encourage children to read beyond the early years. The Reading Teacher: a journal of the International Reading Association, 72(2), 213-221. https://doi.org/10.1002/trtr.1703.
  • Merga, M., Mason, S., Morris, J. (2018). Early career experiences of navigating journal article publication: Lessons learnt using an autoethnographic approach. Learned Publishing, 31(4), 381-389. https://doi.org/10.1002/leap.1192.
  • Mason, S., Merga, M. (2018). Integrating publications in the social science doctoral thesis by publication. Higher Education Research and Development, 37(7), 1454-1471. https://doi.org/10.1080/07294360.2018.1498461.
  • Merga, M., McRae, M., Rutherford, L. (2018). Adolescents' attitudes towards talking about books: Implications for educators. English in Education, 52(1), 36-53. https://doi.org/10.1111/eie.12144.
  • Ledger, S., Merga, M. (2018). Reading aloud: Children's attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124-139. https://doi.org/10.14221/ajte.2018v43n3.8.
  • Merga, M., Mat Roni, S. (2018). Parents as social influences encouraging book reading: Research directions for librarians' literacy advocacy. Journal of Library Administration, 58(7), 674-697. https://doi.org/10.1080/01930826.2018.1514841.

Journal Articles

  • Merga, M. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research, 20(2017), Article number A005.
  • Merga, M. (2017). Meeting the needs of avid book readers: Access, space, concentration support and barrier mitigation. Journal of Library Administration, 57(1), 49-68. https://doi.org/10.1080/01930826.2016.1185854.
  • Merga, M. (2017). What would make children read for pleasure more frequently?. English in Education, 51(2), 207-223. https://doi.org/10.1111/eie.12143.
  • Mat Roni, S., Merga, M. (2017). The influence of device access and gender on children’s reading frequency. Public Library Quarterly, 36(4), 334-348. https://doi.org/10.1080/01616846.2017.1354375.
  • Merga, M. (2017). Do males really prefer non-fiction, and why does it matter?. English in Australia, 52(1), 27-35.
  • Merga, M., Booth, S. (2017). Investigating Debates Around Racism in Sport to Facilitate Perspective Transformation in the Secondary English Classroom. Journal of Transformative Education, 15(3), 184-202. https://doi.org/10.1177/1541344617692773.
  • Merga, M. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328-343. https://doi.org/10.1177/0004944117727749.
  • Rutherford, L., Waller, L., Merga, M., McRae, M., Bullen, E., Johanson, K. (2017). The Contours of Teenagers’ Reading in the Digital Era: Scoping the Research. The New Review of Children's Literature and Librarianship, 23(1), 27-46. https://doi.org/10.1080/13614541.2017.1280351.
  • Healey, B., Merga, M. (2017). A phenomenological perspective of children’s writing. Australian Journal of Language and Literacy, 40(3), 199-209.

Journal Articles

  • Merga, M. (2016). What would make them read more? Insights from Western Australian adolescents. Asia Pacific Journal of Education, 36(3), 409-424. https://doi.org/10.1080/02188791.2014.961898.
  • Merga, M., Moon, B. (2016). The impact of social influences on high school students' recreational reading. The High School Journal, 99(2), 122-140.
  • Merga, M. (2016). Gaps in the graduate work readiness of health professionals and their impact on early practice: Possibilities for future interprofessional learning. Focus on Health Professional Education, 17(3), 14-29.
  • Merga, M., Hu, QM. (2016). Health education beyond the school gates: Use of school newsletters to communicate health messages to parents and their families. Australian Journal of Education, 60(1), 73-85. https://doi.org/10.1177/0004944115627567.
  • Merga, M., Williams, R. (2016). The role of health educators in mitigating health risk from increasing screen time in schools and at home. Asia-Pacific Journal of Health, Sport and Physical Education, 7(2), 157-172. https://doi.org/10.1080/18377122.2016.1196114.
  • Booth, S., Merga, M., Mat Roni, S. (2016). Peer-mentors reflect on the benefits of mentoring: An autoethnography. International Journal of Doctoral Studies, 11(2016), 383-402. https://doi.org/10.28945/3603.

Journal Articles

  • Merga, M. (2015). Do adolescents prefer electronic books to paper books?. Publications, 3(4), 237-247. https://doi.org/10.3390/publications3040237.
  • Merga, M. (2015). Supporting recreational book reading in adolescents. International Journal of the Book, 14(1), 1-14.
  • Merga, M. (2015). Access to books in the home and adolescent engagement in recreational book reading: Considerations for secondary school educators. English in Education, 49(3), 197-214. https://doi.org/10.1111/eie.12071.
  • Merga, M. (2015). She knows what I like: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59(1), 35-50. https://doi.org/10.1177/0004944114565115.
  • Merga, M. (2015). Are avid adolescent readers social networking about books?. The New Review of Children's Literature and Librarianship, 21(1), 1-16. https://doi.org/10.1080/13614541.2015.976073.
  • Merga, M. (2015). ‘Bring Your Own Device’: Considering potential risks to student health. Health Education Journal, 75(4), 464-473.
  • Merga, M. (2015). Thesis by publication in education: An autoethnographic perspective for educational researchers. Issues in Educational Research, 25(2), 291-308.

Journal Articles

  • Merga, M. (2014). Western Australian adolescents’ reasons for infrequent engagement in recreational book reading. Literacy Learning: The Middle Years, 22(2), 60-66.
  • Merga, M. (2014). Peer group and friend influences on the social acceptability of adolescent book reading. Journal of Adolescent and Adult Literacy, 57(6), 472-482. https://doi.org/10.1002/jaal.273.
  • Merga, M. (2014). Exploring the role of parents in supporting recreational book reading beyond primary school. English in Education, 48(2), 149-163. https://doi.org/10.1111/eie.12043.
  • Merga, M. (2014). Are teenagers really keen digital readers? Adolescent engagement in eBook reading and the relevance of paper books today. English in Australia, 49(1), 27-37.
  • Merga, M. (2014). Are Western Australian adolescents keen book readers?. Australian Journal of Language and Literacy, 37(3), 161-170.

Journal Articles

  • Merga, M. (2013). Should silent reading feature in a secondary school English programme? West Australian students' perspectives on silent reading. English in Education, 47(3), 229–244. https://doi.org/10.1111/eie.12026.

Journal Articles

Journal Articles

  • McManus, A., Merga, M., Newton, W., Trzsenski, A. (2010). Seafood: nutritional gold for seniors. Australasian Medical Journal, 3(13), 855-859. https://doi.org/10.4066/AMJ.2010.442.

Research Projects

  • Writing for all: Studying the development of handwriting and keyboarding skills in the Early Years, Ian Potter Foundation, Grant, 2020 ‑ 2023, $56,243.
  • Exploring early career researchers’ research output production for academic and non-academic end users in Australia and Japan, Edith Cowan University, ECU Early Career Researcher Grant - 2019, 2019 ‑ 2020, $12,500.
  • Teacher Librarians as Australian Literature Advocates in Schools, Copyright Agency Ltd, Cultural Fund, 2018 ‑ 2020, $14,126.
  • Supporting struggling secondary literacy learners: English teachers' strategies, preparedness and challenges, Collier Charitable Fund, Grant, 2019 ‑ 2020, $28,898.

Research Student Supervision

Principal Supervisor

  • Master of Education, Verbal and non-verbal communicative approaches used by reading teachers to foster student reading for pleasure in secondary school classes

Associate Supervisor

  • Doctor of Philosophy, A data-informed approach to training volunteers to teach eal to adult refugees and asylum seekers

Associate Supervisor

  • Doctor of Philosophy: Transformative Learning Through Ethical Dilemma Stories: An Autoethnographic Study
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