Publications: Merga, Margaret

Journal Article

Merga, M.K. and Mason, S.ORCID: 0000-0002-8999-4448 (2019) Building a school reading culture: Teacher librarians' perceptions of enabling and constraining factors. Australian Journal of Education, 63 (2). pp. 173-189.

Mason, S.ORCID: 0000-0002-8999-4448, Merga, M.K. and Morris, J.E. (2019) Choosing the thesis by publication approach: Motivations and influencers for doctoral candidates. The Australian Educational Researcher . In Press.

Mason, S.ORCID: 0000-0002-8999-4448, Merga, M.K. and Morris, J.E. (2019) Typical scope of time commitment and research outputs of Thesis by Publication in Australia. Higher Education Research & Development . In Press.

Merga, M.K., Mason, S.ORCID: 0000-0002-8999-4448 and Morris, J.E. (2019) ‘What do I even call this?’ Challenges and possibilities of undertaking a thesis by publication. Journal of Further and Higher Education . In Press.

Merga, M.K., Mason, S.ORCID: 0000-0002-8999-4448 and Morris, J.E. (2019) ‘The constant rejections hurt’: Skills and personal attributes needed to successfully complete a thesis by publication. Learned Publishing, 32 (3). pp. 271-281.

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.

Merga, M.K., Mason, S.ORCID: 0000-0002-8999-4448 and Morris, J. (2018) Early career experiences of navigating journal article publication: Lessons learned using an autoethnographic approach. Learned Publishing, 31 (4). pp. 381-389.

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.

Mason, S.ORCID: 0000-0002-8999-4448 and Merga, M. (2018) Integrating publications in the social science doctoral thesis by publication. Higher Education Research & Development, 37 (7). pp. 1454-1471.

Merga, M.K. and Ledger, S.ORCID: 0000-0001-7050-1001 (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.ORCID: 0000-0001-7050-1001 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.ORCID: 0000-0001-7050-1001 (2018) Teachers' attitudes toward and frequency of engagement in reading aloud in the primary classroom. Literacy, 53 (3). pp. 134-142.

Mason, S.ORCID: 0000-0002-8999-4448 and Merga, M.K. (2018) A current view of the Thesis by Publication in the Humanities and Social Sciences. International Journal of Doctoral Studies, 13 . pp. 139-154.

Merga, M. and Gardiner, V.ORCID: 0000-0002-8638-5487 (2018) The role of whole-school literacy policies supporting reading engagement in Australian schools. English in Australia, 53 (3). pp. 37-50.

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.ORCID: 0000-0002-8638-5487 (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.