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Dr Margaret Merga

Senior Lecturer

Contact Information Email: m.merga@ecu.edu.au, Campus: Joondalup, Room: JO8314
Staff Member Details
Email: m.merga@ecu.edu.au
Campus: Joondalup  
Room: JO8314  

 

Margaret is a Senior Lecturer at 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

Recent Research Grants

  • 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,  $48,001.
  • 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.

Recent Publications (within the last five years)

Books

  • Merga, M., (2019), Reading engagement for tweens and teens: What would make them read more?., 174, Santa Barbara, Libraries Unlimited.
  • Mat Roni, S., Merga, M., Morris, J., (2019), Conducting Quantitative Research in Education., Singapore, Springer, DOI: 10.1007/978-981-13-9132-3.
  • Merga, M., (2019), Librarians in Schools As Literacy Educators., Basingstoke UK, Palgrave Macmillan, DOI: XXXX.

Journal Articles

  • Merga, M., Gardiner, V., (2019), The role of whole school literacy policies supporting reading engagement in Australian schools. English in Australia, 53(3), 37-50.
  • Merga, M., (2019), Do librarians feel that their profession is valued in contemporary schools?. Journal of the Australian Library and Information Association, 1-20, DOI: 10.1080/24750158.2018.1557979.
  • Merga, M., Ledger, S., (2019), Teachers' attitudes toward and frequency of engagement in reading aloud in the primary classroom. Literacy (Oxford), 00(00), 1-9, United Kingdom, Wiley-Blackwell Publishing Ltd., DOI: 10.1111/lit.12162.
  • Merga, M., (2019), How do librarians in schools support struggling readers?. English in Education, 1-16, DOI: 10.1080/04250494.2018.1558030.
  • Merga, M., (2019), Collaborating with teacher-librarians to support adolescents’ literacy and literature learning.  Journal of Adolescent & Adult Literacy, 1-8, DOI: doi: 10.1002/jaal.958.
  • 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, X(X), XX-XX, DOI: 10.1002/leap.1245.
  • Merga, M., Mason, S., (2019), Building a school reading culture: Teacher librarians’ perceptions of enabling and constraining factors. Australian Journal of Education, XX(XX), XX-XX, Australian Council for Educational Research Limited, DOI: https://doi.org/10.1177/0004944119844544.
  • Merga, M., (2019), School libraries fostering children’s literacy and literature learning: mitigating the barriers. Literacy (Oxford), X(X), XX-XX, DOI: https://doi.org/10.1111/lit.12189.
  • Merga, M., Mat Roni, S., (2018), Children’s perceptions of the importance and value of reading. Australian Journal of Education, 62(2), 135-153, Australian Council for Educational Research Limited, DOI: 10.1177/0004944118779615.
  • Merga, M., McRae, M., Rutherford, L., (2018), Adolescents' attitudes towards talking about books: Implications for educators. English in Education, 52(1), 36-53, United Kingdom, Wiley-Blackwell Publishing Ltd., DOI: 10.1111/eie.12144.
  • Merga, M., Mat Roni, S., (2018), Characteristics, preferences and motivation of avid non-fiction readers. Collection and Curation, 37(2), 50-59, Emerald Publishing Limited, DOI: 10.1108/CC-05-2017-0019.
  • 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, DOI: 10.14221/ajte.2018v43n3.8.
  • 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, International Literacy Association, DOI: 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, John Wiley & Sons, DOI: 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 , Routledge, DOI: 10.1080/07294360.2018.1498461.
  • 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, United States, Routledge, DOI: 10.1080/01616846.2018.1511214.
  • 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, Routledge, DOI: 10.1080/01930826.2018.1514841.
  • 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, DOI: 10.28945/3983.
  • Merga, M., (2018), Silent reading and discussion of self-selected books in the contemporary classroom. English in Australia, 53(1), 70-82.
  • 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, DOI: 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.
  • 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., 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.
  • Merga, M., (2017), What would make children read for pleasure more frequently?. English in Education, 51(2), 207-223, DOI: 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, DOI: 10.1080/01616846.2017.1354375.
  • Healey, B., Merga, M., (2017), A phenomenological perspective of children’s writing. Australian Journal of Language and Literacy, 40(3), 199-209.
  • 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, DOI: 10.1177/1541344617692773.
  • Merga, M., (2017), Becoming a reader: Significant social influences on avid book readers. School Library Research, 20(2017), Article number A005, United States, American Library Association.
  • 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, DOI: 10.1080/13614541.2017.1280351.
  • Merga, M., (2017), Do males really prefer non-fiction, and why does it matter?. English in Australia, 52(1), 27-37.
  • 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, DOI: 10.1080/01930826.2016.1185854.
  • Merga, M., (2017), Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328-343, Australian Council for Educational Research Limited, DOI: 10.1177/0004944117727749.
  • 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, DOI: 10.28945/3603.
  • Merga, M., (2016), What would make them read more? Insights from Western Australian adolescents. Asia Pacific Journal of Education, 36(3), 409-424, Routledge, DOI: 10.1080/02188791.2014.961898.
  • 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., 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, DOI: 10.1080/18377122.2016.1196114.
  • Merga, M., Moon, B., (2016), The impact of social influences on high school students' recreational reading. The High School Journal, 99(2), 122-140, Chapel Hill, USA, The University of North Carolina Press.
  • 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, Australian Council for Educational Research Limited.
  • Merga, M., (2015), ‘Bring Your Own Device’: Considering potential risks to student health. Health Education Journal, 75(4), 464-473.
  • Merga, M., (2015), Are avid adolescent readers social networking about books?. The New Review of Children's Literature and Librarianship, 21(1), 1-16, DOI: 10.1080/13614541.2015.976073.
  • Merga, M., (2015), Do adolescents prefer electronic books to paper books?. Publications, 3(4), 237-247, DOI: 10.3390/publications3040237.
  • Merga, M., (2015), Thesis by publication in education: An autoethnographic perspective for educational researchers. Issues in Educational Research, 25(2), 291-308.
  • Merga, M., (2015), Supporting recreational book reading in adolescents. International Journal of the Book, 14(1), 1-14.
  • 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, London, UK, SAGE Publications Ltd, DOI: 10.1177/0004944114565115.
  • 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, DOI: 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, Australian Council for Educational Research Limited, DOI: 10.1177/0004944114565115.
  • 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, International Reading Association, DOI: 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, Wiley-Blackwell Publishing Ltd, DOI: 10.1111/eie.12043.
  • Merga, M., (2014), Are Western Australian adolescents keen book readers?. Australian Journal of Language and Literacy, 37(3), 161-170.
  • 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), Western Australian adolescents’ reasons for infrequent engagement in recreational book reading. Literacy Learning: The Middle Years, 22(2), 60-66.
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