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Publications: Merga, Margaret

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Number of items: 44.

Journal Article

Merga, M.K. and Mat Roni, S. (2018) Characteristics, preferences and motivation of avid non-fiction readers. Collection and Curation, 37 (2). pp. 50-59.

Rutherford, L., Merga, M.K. and Singleton, A. (2018) Influences on Australian adolescents' recreational reading. Australian Journal of Language and Literacy, 41 (1). pp. 44-56.

Merga, M.K. and Ledger, S. (2018) Parents' views on reading aloud to their children: Beyond the early years. Australian Journal of Language and Literacy, 41 (3). pp. 177-189.

Ledger, S. and Merga, M.K. (2018) Reading aloud: Children's attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43 (3). pp. 124-139.

Merga, M.K. and Ledger, S. (2018) Teachers' attitudes toward and frequency of engagement in reading aloud in the primary classroom. Literacy . Early View.

Merga, M.K. and Booth, S. (2017) Investigating Debates Around Racism in Sport to Facilitate Perspective Transformation in the Secondary English Classroom. Journal of Transformative Education, 15 (3). pp. 184-202.

Merga, M.K. (2017) What motivates avid readers to maintain a regular reading habit in adulthood? Australian Journal of Language and Literacy, 40 (2). pp. 146-156.

Merga, M.K., McRae, M. and Rutherford, L. (2017) Adolescents' attitudes toward talking about books: Implications for educators. English in Education, 52 (1). pp. 36-53.

Merga, M.K. (2017) Becoming a reader: Significant social influences on avid book readers. School Library Research: Research Journal of the American Association of School Librarians, 20 .

Merga, M.K. and Roni, S.M. (2017) Choosing strategies of children and the impact of age and gender on library use: Insights for librarians. Journal of Library Administration, 57 (6). pp. 607-630.

Merga, M. (2017) Do males really prefer non-fiction, and why does it matter? English in Australia, 52 (1). pp. 27-35.

Merga, M.K. (2017) Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61 (3). pp. 328-343.

Merga, M.K. (2017) What would make children read for pleasure more frequently? English in Education, 51 (2). pp. 207-223.

Merga, M.K. and Mat Roni, S. (2017) The influence of access to eReaders, computers and mobile phones on children's book reading frequency. Computers & Education, 109 . pp. 187-196.

Roni, S.M. and Merga, M.K. (2017) The influence of device access and gender on children’s reading frequency. Public Library Quarterly, 36 (4). pp. 334-348.

Healey, B. and Merga, M.K. (2017) A phenomenological perspective of children's writing. Australian Journal of Language and Literacy, 40 (3). pp. 199-209.

Merga, M.K. (2016) Bring Your Own Device: Considering potential risks to student health. Health Education Journal, 75 (4). pp. 464-473.

Merga, M.K. and Hu, Q.M. (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). pp. 73-85.

Merga, M.K. (2016) “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). pp. 255-269.

Merga, M.K. (2016) Meeting the needs of avid book readers: Access, space, concentration support and barrier mitigation. Journal of Library Administration, 57 (1). pp. 49-68.

Booth, S., Merga, M.K. and Roni, S.M. (2016) Peer-mentors reflect on the benefits of mentoring: An autoethography. International Journal of Doctoral Studies, 11 . pp. 383-402.

Merga, M.K. (2016) Supporting recreational book reading in adolescents: What you can do. International Journal of the Book, 14 (1). pp. 1-14.

Merga, M.K. and 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). pp. 157-172.

Merga, M.K. (2015) Access to books in the home and adolescent engagement in recreational book reading: Considerations for secondary school educators. English in Education, 49 (3). pp. 197-214.

Merga, M.K. (2015) Are avid adolescent readers social networking about books? New Review of Children's Literature and Librarianship, 21 (1). pp. 1-16.

Merga, M. (2015) Do adolescents prefer electronic books to paper books? Publications, 3 (4). pp. 237-247.

Merga, M.K. (2015) "She knows what I like": Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59 (1). pp. 35-50.

Merga, M.K. (2015) Thesis by publication in education: An autoethnographic perspective for educational researchers. Issues in Educational Research, 25 (3). pp. 291-308.

Merga, M.K. (2014) Are Western Australian adolescents keen book readers? Australian Journal of Language and Literacy, 37 (3). pp. 161-170.

Merga, M.K. (2014) Are teenagers really keen digital readers? Adolescent engagement in ebook reading and the relevance of paper books today. English in Australia, 49 (1). pp. 27-37.

Merga, M.K. (2014) Exploring the role of parents in supporting recreational book reading beyond primary school. English in Education, 48 (2). pp. 149-163.

Merga, M.K. (2014) Peer group and friend influences on the social acceptability of adolescent book reading. Journal of Adolescent & Adult Literacy, 57 (6). pp. 472-482.

Merga, M.K. (2014) Western Australian adolescents' reasons for infrequent engagement in recreational book reading. Literacy Learning: The Middle Years, 22 (2). pp. 60-66.

Merga, M.K. (2014) What would make them read more? Insights from Western Australian adolescents. Asia Pacific Journal of Education, 36 (3). pp. 409-424.

Merga, M.K. (2013) Should silent reading feature in a secondary school English programme? West Australian students' perspectives on silent reading. English in Education, 47 (3). pp. 229-244.

McManus, A., Merga, M. and Newton, W. (2011) Omega-3 fatty acids. What consumers need to know. Appetite, 57 (1). pp. 80-83.

McManus, A., Merga, M., Newton, W. and Trzesinski, A. (2010) Seafood is nutritional gold for seniors. Australasian Medical Journal, 3 (13). pp. 855-859.

Non-refereed Article

Merga, M.K. (2015) Devices in schools and at home means too much screen time for kids. The Conversation, 17 August 2015 .

Merga, M.K. (2015) How to get teenagers to read. The Conversation, 22 July 2015 .

Conference Paper

Merga, M. and Gardiner, V. (2018) A whole-school approach to reading engagement. In: Australian Association for the Teaching of English conference 2018: The Art of English, 8 - 11 July 2018, Perth Exhibition and Convention Centre

Conference Item

Merga, M.K. (2013) "She knows what I like": Student-generated best-practiced statements from the West Australian study in adolescent recreational book reading. In: AATE/ALEA National Conference 2013: Brave New World: English and literacy teaching for the 21st century, 4 - 7 July 2013, Queensland University of Technology, Brisbane.

Trzesinski, A., McManus, A., Merga, M.K. and White, J. (2012) Seafood and health: A teacher resource for secondary students. In: International Seafood & Health Conference, 6 - 10 November 2010, Melbourne Convention and Exhibition Centre, Melbourne, VIC.

Merga, M. (2012) Social influences on Western Australian adolescents' recreational book reading. In: Research Journeys in Education: Postgraduate Research Colloqiuim 2012, 21 September 2012, Edith Cowan University, Mount Lawley.

Merga, M.K., White, J., McManus, A. and Trzensinski, A. (2010) Awesome aquaculture: Towards building a sound seafood and health knowledge base in young students. In: 2nd International Seafood & Health Conference, 6 - 10 November 2010, Melbourne Convention and Exhibition Centre, Melbourne, VIC.

This list was generated on Fri Feb 22 06:42:38 2019 UTC.