Margaret Merga

Associate Professor
PhD, MEd, GradDipEd, BA (Hons)

Email: margaret.merga@nd.edu.au

  • Biography

    Margaret conducts research and provides training in research methods, literacy, libraries, higher education, and communications. She has written more than a hundred peer-reviewed and research-informed publications, including six research-informed non-fiction books, such as the recent School Libraries Supporting Literacy and Wellbeing (Facet, 2022), Creating an Australian School Literacy Policy (Amba Press, 2023) and Creating a Reading Culture in Primary and Secondary Schools: A Practical Guide (Facet, November 2023). Her research has been translated into many different languages.  
She is the inaugural Patron of the Western Australian School Library Association, and in 2020 was honoured as inaugural Patron of the Australian School Library Association. In 2021 she won an American Association of School Librarians ESLS Research Grant.  
She has led or been involved in a wide range of local, national and international research projects, and she is an international keynote speaker.

    She has consulted with schools, professional associations and government departments on a range of projects, such as the Department of Education Western Australia’s Never Stop Reading programme amongst many others. In 2022 she co-authored the International Literacy Association’s position statement on the essential leadership of school librarians.

    ORCID: https://orcid.org/0000-0002-9009-3700
    Google Scholar: https://scholar.google.com.au/citations?user=uXiDpcoAAAAJ&hl=en
    LinkedIn: https://www.linkedin.com/in/dr-margaret-merga-2bb624251/

  • Teaching Areas

    • Research methods

  • Research Expertise and Supervision

    • Reading engagement
    • Libraries
    • Workforce issues
    • Health promotion
    • Higher education
    • Research communication

  • Books

    • Merga, M.K. (2023). Creating a reading culture in primary and secondary schools: A practical guide. London, UK: Facet.
    • Merga, M.K. (2023). Creating an Australian school literacy policy. Melbourne, Australia: Amba Press.
    • Merga, M.K. (2022). School libraries supporting literacy and wellbeing. London, UK: Facet.
    • Mat Roni, S., Merga, M.K. & Morris, J. (2020). Conducting quantitative research in education. Berlin, Germany: Springer.
    • Merga, M.K. (2019). Librarians as literacy educators in schools. Basingstoke, United Kingdom: Palgrave Macmillan.
    • Merga, M.K. (2018). Reading engagement for tweens and teens: What would make them read more? Santa Barbara, California: ABC-CLIO/Libraries Unlimited.

  • Book Chapters

    • Mason, S., Merga, M.K. & Bond, M. (2022). Demystifying PhD by Publication: Landscapes and Narratives. In S. Chong & N. Johnson (Eds). PhD by Publication: Landscapes and Narratives (pp. 185-198). Switzerland, Springer Cham.
    • Merga, M.K. & Mason, S. (2020). Parental support of reading at home in Australia and Japan: benefits, barriers and culture. In B, Marshall, J. Manuel, J. Roswell & D. Pasternak (Eds). Bloomsbury handbook on reading perspectives and practices (pp.131-144). London, UK: Bloomsbury. DOI: 10.5040/9781350137592.ch-010

  • Journal Articles and Proceedings

    • Merga, M.K. (in press). TikTok and digital health literacy: A systematic review. IFLA Journal.
    • Merga, M.K. (2024). Understanding 'predatory' journals and implications for guiding student and client information seeking. Journal of Library Administration, 64(6), 682-694.
    • Merga, M.K. (2024). What kind of English teacher do they want? Learning area specific role preferences and requirements in Australian non-government school job advertisements. English in Education. DOI: 10.1080/04250494.2024.2366840
    • Malpique, A., Valcan, D., Pino-Pasternak, D., Ledger, S., Merga, M.K. (2023). Effects of writing modality on K-6 students’ writing and reading performance: a meta-analysis. Australian Educational Researcher. DOI: 10.1007/s13384-023-00676-y
    • Merga, M.K. (2023). How school libraries can promote health literacy in challenging times. Journal of Library Administration, 63(3), 291-306.
    • Mason, S., & Merga, M.K. (2022). Communicating research in academia and beyond: Sources of self-efficacy for early career researchers. Higher Education Research & Development, 41(6), 2006-2019.
    • Collins, V.J., Dargan, I.W., Walsh, R.L. & Merga, M.K. (2022). Teachers’ perceptions of the benefits and challenges of a whole-school reading for pleasure program. Issues in Educational Research, 32(1), 89-104.
    • Merga, M.K. (2022). The role of the library within school-level literacy policies and plans in Australia and the United Kingdom. Journal of Librarianship & Information Science, 54(3), 469-481.
    • Merga, M.K., Malpique, A. Mat Roni, S., Valcan, D. & Ledger, S. (2021). Teachers’ perceptions of the impact of COVID-19 on writing instruction in Australia. Issues in Educational Research, 31(4), 1138-1155.
    • Merga, M.K. (2021). The academic labour of knowledge mobilisation: what scholarly publishers need to know. Learned Publishing, 34(4), 655-665.
    • Merga, M.K. (2021). Libraries as wellbeing supportive spaces in contemporary schools. Journal of Library Administration, 61(6), 659-675.
    • Loh, C.E., Sundaray, S., Merga, M.K. & Gao, J. (2021). Principals and teachers’ perspectives of their school libraries and implications for school library policy. Journal of Library Administration, 61(5), 550-571.
    • Merga, M.K. (2021). How can TikTok inform readers’ advisory services for young people? Library & Information Science Research, 43(2), e101091.
    • Mason, S., Merga, M.K., Gonzalez Canche, M.S. & Mat Roni, S. (2021). The internationality of published higher education scholarship: how do the 'top' journals compare? Journal of Informetrics, 15, e101155. DOI: 10.1016/j.joi.2021.101155
    • Merga, M.K., Mat Roni, S., Loh, C.E. & Malpique, A. (2021). Revisiting collaboration within and beyond the school library: New ways of measuring effectiveness. Journal of Library Administration, 61(3), 332-346. DOI: 10.1080/01930826.2021.1883370
    • Merga, M.K. & Ferguson, C. (2021). School librarians supporting students’ reading for pleasure: A job description analysis. Australian Journal of Education, 65(2), 153-172.
    • Merga, M.K. & Mason, S. (2021). Mentor and peer support for early career researchers sharing research with academia and beyond. Heliyon, 7(2), e06172. DOI:10.1016/j.heliyon.2021.e06172
    • Ferguson, C & Merga, M.K. (2021). How can an adult literacy tutoring program help participants build confidence and meet their goals? Australian Journal of Language and Literacy, 44(1), 75-83.
    • Ferguson, C, Merga, M.K. and Winn, S. (2021) Communications in the time of a pandemic: the readability of documents for public consumption. Australian & New Zealand Journal of Public Health, 45(2), 116-121. DOI: 10.1111/1753-6405.13066
    • Merga M.K. & Mason, S. (2021). Early career researchers’ perceptions of the benefits and challenges of sharing research with academic and non-academic end-users. Higher Education Research & Development, 40(7), 1482-1496.
    • Merga, M.K., Mat Roni, S. and Malpique, A. (2021). Do secondary English teachers have adequate time and resourcing to meet the needs of struggling literacy learners? English in Education, 55(4), 351-367. DOI: 10.1080/04250494.2020.1838897
    • Merga, M.K. (2021). What is the literacy supportive role of the school librarian in the United Kingdom?. Journal of Librarianship and Information Science, 53(4), 601-614.
    • Mason, S., Morris, J.E. & Merga, M.K. (2021). Institutional and supervisory support for the Thesis by Publication. Australian Journal of Education, 65(1), 55-72. DOI: 10.1177/0004944120929065
    • Merga, M.K., Mat Roni, S & Malpique, A. (2021). School leadership and whole-school support of struggling literacy learners in secondary schools. Educational Management Administration & Leadership, 49(3), 534-550. DOI: 10.1177/1741143220905036
    • Merga, M.K., & Mason, S. (2021). Doctoral education and early career researcher preparedness for diverse research output production. Journal of Further and Higher Education, 45(5), 672-687.
    • Merga M.K. & Mason, S. (2020). Perspectives on institutional valuing and support for academic and translational outputs in Japan and Australia. Learned Publishing, 34(3), 305-314. DOI: 10.1002/leap.1365
    • Merga, M. K. (2020). School librarians as literacy educators within a complex role. Journal of Library Administration, 60(8), 889-908. DOI: 10.1080/01930826.2020.1820278
    • Merga, M.K., Mat Roni, S. & Mason, S. (2020). Should Google Scholar be used for benchmarking against the professoriate in education? Scientometrics, 125(3), 2505-2522. DOI: 10.1007/s11192-020-03691-3
    • Merga, M.K. (2020). How can school libraries support student wellbeing? Evidence and implications for further research. Journal of Library Administration, 60(6), 660-673.
    • Merga, M.K., 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. DOI:10.1080/04250494.2020.1775488
    • Merga, M.K. & Mason, S. (2020). Sharing research with academia and beyond: insights from early career researchers in Australia and Japan. Learned Publishing, 33(3), 277-286. DOI: 10.1002/leap.1296
    • Merga, M.K., Hays, A; Coventry, T. (2020). Nurse managers’ perceptions of barriers to the mentoring of early career nurses. Mentoring & Tutoring: Partnership in Learning, 28(1), 60-77.
    • Mason, S., Merga, M.K. & Morris, J.E. (2020). Typical scope of time commitment and research outputs of Thesis by Publication in Australia. Higher Education Research & Development, 39(2), 244-258.
    • Merga, M.K. (2020). “We talk books”: Teacher librarians promoting book discussion to foster reading engagement. English in Australia, 55(1), 22-33.
    • Merga, M. K. (2020). School libraries fostering children's literacy and literature learning: mitigating the barriers. Literacy, 54(1), 70-78.
    • Mason, S., Merga, M.K. & Morris, J.E. (2020). Choosing the Thesis by Publication approach: motivations and influencers for doctoral candidates. The Australian Educational Researcher, 47, 857–871
    • Merga, M.K., Mason, S., & Morris, J. E. (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.
    • Merga, M.K. (2019). “Fallen through the cracks”: Teachers’ perceptions of barriers faced by struggling literacy learners in secondary school. English in Education, 54(4), 371-395.
    • Mat Roni, S. & Merga, M.K. (2019). Using an artificial neural network to explore the influence of extrinsic and intrinsic variables on children’s reading frequency and attitudes. Australian Journal of Education, 63(3), 270-291.
    • Merga, M.K., Mason, S. & Morris, J.E. (2019). ‘The constant rejections hurt’: Skills and personal attributes needed to successfully complete a thesis by publication. Learned Publishing, 32(3), 271-281.
    • Merga, M.K. & Mason, S. (2019). Teacher librarians’ perceptions of factors contributing to school reading cultures. Australian Journal of Education, 63(2), 173-189.
    • Merga, M.K. & 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.K. (2019). Collaborating with teacher-librarians to support adolescents’ literacy and literature learning. Journal of Adolescent & Adult Literacy, 63(1), 65-72.
    • Merga, M.K. (2019). How do librarians in schools support struggling readers? English in Education, 53(2), 145-160.
    • Merga, M.K. (2019). Do librarians feel that their profession is valued in contemporary schools? Journal of the Australian Library and Information Association, 68(1), 18-37.
    • Merga, M.K. & 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.
    • Merga, M.K. & 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.K. & Ledger, S. (2018). Teachers’ attitudes toward and frequency of engagement in reading aloud in the primary classroom. Literacy, 53(3), 134-142
    • Rutherford, L., Singleton, A., Derr, L.A. & Merga, M.K. (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.
    • Mason, S. & Merga, M.K. (2018). Integrating publications in the social science doctoral thesis by publication. Higher Education Research & Development, 37(7), 1454-1471.
    • Merga, M.K., 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.
    • Merga, M.K. (2018). Silent reading and discussion of self-selected books in the contemporary classroom, English in Australia, 53(1), 70-82.
    • Merga, M.K. & Mat Roni, S. (2018). Children’s perceptions of the importance and value of reading. Australian Journal of Education, 62(2), 135-153.
    • Merga, M.K. & Mat Roni, S. (2018). Empowering parents to encourage children to read beyond the early years. The Reading Teacher, 72(2), 213-221.
    • Ledger, S. & 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), 123-139.
    • Merga, M.K. & Mat Roni, S. (2018). Characteristics, preferences and motivation of avid non-fiction readers. Collection and Curation, 37(2), 50-59.
    • Mason, S. & Merga, M.K. (2018). A current view of the thesis by publication in the Humanities and Social Sciences. International Journal of Doctoral Studies. 13, 139-154.
    • Rutherford, L. Merga, M.K., & Singleton, A. (2018). Influences on Australian adolescents’ recreational reading. Australian Journal of Language and Literacy, 41(1), 44-56.
    • Merga, M.K., McRae, M., & Rutherford, L. (2018). Adolescents’ attitudes toward talking about books: Implications for educators. English in Education, 52(1), 36-53.
    • Merga, M.K. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research. 20, 1-21.
    • Healey, B. & Merga, M.K. (2017). A phenomenological perspective of children’s writing. Australian Journal of Language and Literacy, 40(3), 199-209.
    • Merga, M.K. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328-343.
    • Mat Roni, S. M., & Merga, M. K. (2017). The influence of device access and gender on children’s reading frequency. Public Library Quarterly, 36(4), 334-348.
    • Merga, M.K. (2017). What would make children read for pleasure more frequently? English in Education, 51(2), 207-223.
    • Merga, M.K. & Mat Roni, S. (2017). Choosing strategies of children and the impact of age and gender on library use: Insights for librarians. Journal of Library Administration, 57(6),472-482.
    • Merga, M.K. (2017). What motivates avid readers to maintain a regular reading habit in adulthood? Australian Journal of Language and Literacy. 40(2), 146-156.
    • 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. New Review of Children's Literature and Librarianship, 23(1), 27-46.
    • Merga, M.K. (2017). Do males really prefer non-fiction, and why does it matter? English in Australia, 52(1), 27-37.
    • Merga, M.K. & Mat Roni, S. (2017). The influence of access to eReaders, computers and mobile phones on children's book reading frequency. Computers and Education, 109, 187-196.
    • Merga, M. K. (2017). Meeting the needs of avid book readers: Access, space, concentration support and barrier mitigation. Journal of Library Administration, 57(1), 49-68.
    • Merga, M.K. & 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.
    • 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), 255-269.
    • Booth, S., Merga, M.K., & Mat Roni, S. (2016). Peer-mentors reflect on the benefits of mentoring: An autoethnography. International Journal of Doctoral Studies, 11, 383-402.
    • Merga, M.K. (2016). Gaps in work readiness of graduate health professionals and their impact on early practice: Possibilities for future interprofessional learning. Focus on Health Professional Education, 17(3), 14-29.
    • Merga, M.K. & Moon, B. (2016). The impact of social influences on high school students’ recreational reading. The High School Journal, 99(2), 122-140.
    • Merga, M.K. (2016). What would make them read more? Insights from Western Australian adolescent readers. Asia Pacific Journal of Education, 36(3), 409-424.
    • Merga, M.K. & Hu, Q.M. (2016) Health education beyond school boundaries: Use of school newsletters to communicate health messages to parents. Australian Journal of Education, 60(1), 73-85.
    • Merga, M.K. & 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 & Physical Education. 7(2), 157-172.
    • Merga, M.K. (2015). ‘Bring Your Own Device’: Considering potential risks to student health. Health Education Journal, 75(4), 464-473.
    • Merga, M.K. (2015). ‘She knows what I like’: Student-generated best-practice statements for encouraging recreational reading in adolescents. Australian Journal of Education 59(1), 35-50.
    • Merga, M.K. (2015). Are avid adolescent readers social networking about books? New Review of Children's Literature and Librarianship. 21(1), 1-16.
    • 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), 197-214.
    • Merga, M.K. (2015). Do adolescents prefer electronic books to paper books? Publications. 2015, 3, 237-247.
    • Merga, M.K. (2015). Supporting recreational book reading in adolescents. The International Journal of the Book. 14(1), 1-14.
    • Merga, M.K. (2015). Thesis by publication in education: An autoethnographic perspective for educational researchers. Issues in Educational Research. 25(2), 291-308.
    • Merga, M.K. (2014). Peer group and friend influences on the social acceptability of adolescent book reading. Journal of Adolescent and Adult Literacy, 57(6), 472-482.
    • Merga, M.K. (2014). Exploring the role of parents in supporting recreational book reading beyond primary school. English in Education, 48(2), 149-163.
    • Merga, M.K. (2014). Western Australian adolescents’ reasons for infrequent engagement in recreational book reading. Literacy Learning: the Middle Years. 22(2), 60-66.
    • 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), 27-37.
    • Merga, M.K. (2014). Are Western Australian adolescents keen book readers? Australian Journal of Language and Literacy. 37(3), 161-170.
    • 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), 229-244.
    • McManus A., Merga M.K., Newton W. (2011). What consumers need to know about omega 3 fatty acids. Appetite, 57(1), 80-83.
    • McManus A., Merga M.K., Newton W., Trzsenski A. (2010). Seafood: nutritional gold for seniors. Australasian Medical Journal, 3(13), 855-859.

  • Awards

    • 2023 (for 2024) Honoured as Australia’s leading researcher in the research field “English Language & Literature” and as one of Australia’s top 250 researchers. The Australian. https://www.theaustralian.com.au/special-reports/research-magazine/we-delve-deep-into-the-data-to-reveal-excellence/news-story/858367617e0925e28620100cb208172b
    • 2022 Honoured as inaugural Patron of the Western Australian School Library Association
    • 2021 Honorary appointment at the University of Newcastle NSW
    • 2021 American Association of School Librarians (AASL) ESLS Research Grant: http://www.ala.org/news/member-news/2021/06/three-manuscripts-awarded-aasl-research-grants
    • 2021 Poster Feature for the UK #GreatSchoolLibraries campaign: https://www.greatschoollibraries.org.uk/posters
    • 2020 ECU School of Education Award for overall performance in the education in social settings program of research
    • 2020 ECU School of Education Award for best paper co-published across institutions (with international team)
    • 2020 Honoured as inaugural Patron of the Australian School Library Association
    • 2019 ECU Deputy Vice-Chancellor (Research) Outstanding Public Engagement Award
    • The award for Most Prolific Author in 2019 by an ECU researcher in The Conversation
    • 2018 Edith Cowan University Early and Mid-Career Researcher Award in recognition of a career highlight as an early career researcher
    • 2015 Won a Vice-Chancellor’s Award for Excellence in Learning and Teaching at Murdoch University