Haekal, M., Sanjakdar, F., Creely, E. & Carabott, K. (2026). Educational experiences of incarcerated youth: A narrative inquiry with a young Indonesian Muslim. Issues in Educational Research, 35(4), 1549-1567. http://www.iier.org.au/iier35/haekal.pdf

Creely, E., & Tour, K. (2025, December). New ways of thinking about writing with generative AI. AARE 2025, Newcastle, NSW. https://doi.org/10.13140/RG.2.2.13658.81608

Creely, E., Walker, M., Raphael, J., McGaw, D., Orlena-Kearns Jaskolski, K., & McKinnon, A. (2025, April 22). Creating and performing an inclusive physical theatre work: A multi-perspectival view. SSRN. https://doi.org/10.2139/ssrn.5732963

Creely, E. (2025, November). Generative AI and literacy practices in adult education. Certificates of General Education for Adults (CGEA) Annual Professional Development Day, Melbourne, Victoria, Australia. https://doi.org/10.13140/RG.2.2.33655.48804

Creely, E., Southcott, J., & Creely, L. (2025). Embracing positive aging in a small poetry-writing community: Writing and sense of belonging. In Q. Wang, G. Wan, & D. Fantacone (Eds.), Lifelong learning: The education of the aging population (pp. 221–247). Emerald. https://doi.org/10.1108/978-1-80592-076-220251011

Creely, E. (2025, November). Embodied multimodality in ELT: Enriching learning, empowering learners. Paper presented at the International Graduate Research Symposium (IGRS 2025), Hanoi, Vietnam. https://doi.org/10.13140/RG.2.2.23857.24168

Nguyen, T., Creely, E., & Huynh, T. (2025). Using dialogic multimodal feedback to enhance university EFL students’ writing: Affordances for language learning styles. Proceedings of the International CALL Research Conference, 2025, 107–113. https://doi.org/10.29140/97817637116240-15

Creely, E., & Carabott, K. (2025). Teaching and learning with AI: An Integrated AI-Oriented Pedagogical Model. The Australian Educational Researcher. https://doi.org/10.1007/s13384-025-00913-6

Creely, E., Parr, G., Richardson, H., Carabott, K., McLeod, A., & Scull, J. (2025). Critical literacies in upper primary in Australia (2014–2024): A thematic literature review. The Australian Journal of Language and Literacy. Advance online publication. https://doi.org/10.1007/s44020-025-00086-w

Creely, E. (2025). Generative AI, learning, Buddhism and Nietzsche: Developing a philosophical approach. AI-Enhanced Learning, 1(1), 159–179. https://doi.org/10.70725/450109tqdjst

Creely, E. (2025, September). Transforming TESOL practice: AI as a literacy and learning partner. Workshop for VicTESOL. https://doi.org/10.13140/RG.2.2.14920.17921

Creely, E., Henriksen, D., Henderson, M., & Mishra, P. (2025). The staging of AI: Exploring perspectives about generative AI, creativity and education. Journal of Interactive Media in Education, 2025(1), Article 11, 1–13. https://doi.org/10.5334/jime.995

Creely, E. (2025). Ontologies of silence and their use in education: An Aristotelian perspective. Journal of Silence Studies in Education, 4(2), 76-89. https://doi.org/10.31763/jsse.v4i2.119

Reynen-Woodward, K., Round, P., Subban, P., & Creely, E. (2025). Exploring giftedness and the gifted learner in education and beyond: An autoethnographic study with critical friends. The Qualitative Report, 30(7), 3965–3985. https://doi.org/10.46743/2160-3715/2025.7827

Creely, E. (2025, July). Beyond simple literacy: The complex art of AI interaction [Preprint]. https://doi.org/10.13140/RG.2.2.30137.48488

Creely, E. (2025, July). Pedagogical partnerships: Integrating generative AI as a collaborative technology for writing and literacy development in education [Conference presentation]. AATE/ALEA Conference 2025. https://doi.org/10.13140/RG.2.2.16116.87682

Creely, E. (2025, July). Enhancing creative writing: Building confident and engaged student writers [Conference presentation]. AATE/ALEA Conference 2025. https://doi.org/10.13140/RG.2.2.22827.76327

Creely, E., & Henriksen, D. (2025). Towards a unified approach to creativity in education: Integrating Whitehead and Dewey. Creativity. Theories – Research – Applications, 12(1), 48–74. https://doi.org/10.2478/ctra-2025-0003

Creely, E. (2025). Writing with AI: The affordances and limitations of creating poetry with GenAI. In P. Hacker (Ed.), Oxford Intersections: AI in society (Oxford, online edition). Oxford Academic. https://doi.org/10.1093/9780198945215.003.0119

Creely, E. (2025). Beyond phonics: Reclaiming balance in primary literacy education [Preprint].  https://doi.org/10.13140/RG.2.2.11177.51049

Creely, E., & Southcott, J. (2025). Porcelain doll or fox? The creative outlook and practices of older poetry writers. Thinking Skills and Creativity, 58, Article 101877. https://doi.org/10.1016/j.tsc.2025.101877

Creely, E., & Carabott, K. (2025, April 1). Generative AI and new pedagogies in times of change: Posthumanist and phenomenological perspectives. SSRN. http://dx.doi.org/10.2139/ssrn.5200935

Creely, E. (2025). The personal connection: Why poetry defies ratings and rankings. https://doi.org/10.13140/RG.2.2.10952.23040

Creely, E. & Henriksen, D. (2025). Navigating rapid technological change in education: An affordance-based approach for educators. In PROCEEDINGS OF SITE 2025 (pp. 2019-2029). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).https://www.learntechlib.org/primary/p/225763/

Creely, E., Mishra, P., Henriksen, D. & Henderson, M. (2025). AI Creativity in Education: Reframing the Human-Machine Creative Partnership. In PROCEEDINGS OF SITE 2025 (pp. 2015-2018). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/225762

Henriksen, D., Creely, E., Gruber, N., & Leahy, S. (2025). Social-Emotional Learning and Generative AI: A Critical Literature Review and Framework for Teacher Education. Journal of Teacher Education, 0(0). https://doi.org/10.1177/00224871251325058

Creely, E. (2025). Innovating language learning in higher
education: Creativity, creative pedagogies and technologies in the 21st century. Proceedings of the International Graduate Research Symposium (Hanoi, Vietnam, 2024). Vietnamese National University (VNU). https://drive.google.com/file/d/1AHy9DUEWpp_efTt1olNntcWIjMObbRQA/view?usp=sharing

Creely, E. (2025, February 23). The power of poetry in children’s literacy development. https://doi.org/10.13140/RG.2.2.28194.95684

Tour, K., Creely, E., & Barnes, M. (2025, February 18). Settling in Australia: how can generative AI help? Impact: Compelling News From the Refugee and Migrant Sector. https://amesnews.com.au/lead-story/settling-in-australia-how-can-generative-ai-help/

Creely, E., & Blannin, J. (2025, February 14). Dancing with digital partners: The creative revolution of generative AI. Lens Monash. https://lens.monash.edu/2025/02/14/1387313/dancing-with-digital-partners-the-creative-revolution-of-generative-ai

Creely, E. (2025). Unlocking creativity: Strategies for fostering expressive writing in middle years literacy education. Literacy Learning: The Middle Years, 33(1), 35-49. https://drive.google.com/file/d/1iKdMCXT_GamP_Ak1oz7dmIctHfnVuGq0/view?usp=sharing

Tour, E., Creely, E., Waterhouse, P., & Henderson, M. (Eds.) (2025). Digital empowerment for refugee and migrant learners: Applying strengths-based practice to adult education. Routledge. https://doi.org/10.4324/9781003422891

Tour, E., Creely, E., Waterhouse, P., & Henderson, M. (2025). Introduction. In E. Tour, E. Creely, P. Waterhouse, & M. Henderson (Eds.), Digital empowerment for refugee and migrant learners: Applying strengths-based practice to adult education (pp. 1-10). Routledge. https://doi.org/10.4324/9781003422891

Tour, E., & Creely, E. (2025). Digital empowerment. In E. Tour, E. Creely, P. Waterhouse, & M. Henderson (Eds.), Digital empowerment for refugee and migrant learners: Applying strengths-based practice to adult education (Chapter 3). Routledge. https://doi.org/10.4324/9781003422891-3

Creely, E., & Henderson, M. (2025). Artificial intelligence and the digital dis/empowerment of migrant and refugee learners. In E. Tour, E. Creely, P. Waterhouse, & M. Henderson (Eds.), Digital empowerment for refugee and migrant learners: Applying strengths-based practice to adult education (Chapter 5). Routledge. https://doi.org/10.4324/9781003422891-5

Creely, E., Barnes, M., Tour, E., Henderson, M., Waterhouse, P., Pena, M.A. & Patel, S.V. (2025). Exploring attitudes to generative AI in education for English as an additional language (EAL) adult learners. ReCALL FirstView, 1–17. https://doi.org/10.1017/S0958344024000314

Creely, E., & Blannin, J. (2025). Creative partnerships with generative AI: Possibilities for education and beyond. Thinking Skills and Creativity, 56, 101727. https://doi.org/10.1016/j.tsc.2024.101727

Creely, E., & Janssen, K. (2025). Onto-Epistemological Understandings of Generative Artificial Intelligence in Education. International Journal of Changes in Education. https://doi.org/10.47852/bonviewIJCE52024380

Creely, E., Henriksen, D., Henderson, M., & Mishra, P. (2024, October 18). The staging of AI: Exploring perspectives about generative AI, creativity and education. SSRN. http://dx.doi.org/10.2139/ssrn.5008581

Creely, E. & Waterhouse, P. (2024). Silence, poetic inquiry and meaning making. The possibilities for literacy learning and education. Journal of Silence Studies in Education, 3(2), 170-184. https://doi.org/10.31763/jsse.v3i2.103

Creely, E. & Waterhouse, P. (2024). The power of silence for learning, artistic expression and mindfulness. Journal of Silence Studies in Education, 3(2), 73-76. https://doi.org/10.31763/jsse.v3i2.107

Kewanian, A., Southcott, J., & Creely, E. (2024). Dancing with Buber: an autoethnographic study of inclusion and disability and its ethical foundations. International Journal of Inclusive Education, 1–19. https://doi.org/10.1080/13603116.2024.2354365

Henderson, M., Tour, K., Agudelo Pena, M., Barnes, M. Waterhouse, P. & Creely, E. (2024). Generative AI in the Skills for Education and Employment (SEE) Program: Survey insights. https://doi.org/10.26180/25661358

Tour, E., Henderson, M., Creely, E., Waterhouse, P., Barnes, M., Agudelo Pena, M. & Patel, S. V. (2024). Harnessing generative AI: understanding the needs of the SEE program. https://doi.org/10.26180/25650300

Creely, E., Henderson, M. & Tour, E. (2024). Digital empowerment for culturally and linguistically diverse adult learners from refugee backgrounds. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 279-287). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/223994/.

Henderson, M., Mishra, P., Henriksen, D. & Creely, E. (2024). AI and the Art of Teaching: Enhancing or Eroding Educational Creativity?. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1258-1260). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/224151/.

Creely, E. & Henriksen, D. (2024). Back to the future. Reconsidering the roots of creativity and future possibilities for education and teacher education. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1244-1252). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/224149/.

Creely, E. (2024). Exploring the Role of Generative AI in Enhancing Language Learning: Opportunities and Challenges. International Journal of Changes in Education. https://doi.org/10.47852/bonviewIJCE42022495

Tour, K., & Creely, E. (2024). [Digital Literacies Framework]. Journal of Adolescent & Adult Literacy Podcast. https://podcasts.apple.com/us/podcast/journal-of-adolescent-adult-literacy-podcast/id1678225245?i=1000647391326

Creely, E., & Blannin, J. (2023). The implications of generative Al for creative composition in higher education and initial teacher education. In T. Cochrane, V. Narayan, C. Brown, K. MacCallum, E. Bone, C. Deneen, R. Vanderburg, & B. Hurren (Eds.), People, partnerships and pedagogies. Proceedings ASCILITE 2023. Christchurch (pp. 357 – 361). https://doi.org/10.14742/apubs.2023.618

Tour, E., Creely, E., Waterhouse, P., & Henderson, M. (2023). Investigating the efficacy of the AMEP Digital Literacies Framework and Guide for adult EAL settings. Journal of Adolescent & Adult Literacy. https://doi.org/10.1002/jaal.1309

Creely, E. (2023). Strategies for enhancing critical digital literacies. Literacy Learning: the Middle Years, 31(2), xii. https://drive.google.com/file/d/1eLx2rprEYyNkSClhM92MXgmBb-5s3Z6S/view?usp=sharing

Creely, E., Apps, T., Beckman, K., & McKnight, L. (2023). Chat About ChatGPT. Literacy Learning: the Middle Years, 31(2), 35-39. https://drive.google.com/file/d/1h1c6mwskrpnq-yFz78yzEmGEsGXwejSZ/view?usp=sharing

Tour, E., Creely, E., Waterhouse, P., Pham, X., Henderson, M., & Wallace, M. (2023). Navigating Challenging Digital Literacy Practices: The Settlement Experiences of Adults from Migrant and Refugee Backgrounds. Adult Education Quarterly. https://doi.org/10.1177/07417136231180867

Creely, E., & Janssen, K. (2023). Symbi(AI)tic thinking: New onto-epistemological understandings of generative AI for teacher education and beyond. Conference on Generative AI in Higher Education. Chinese University of Hong Kong. https://doi.org/10.13140/RG.2.2.27368.85764

Kewanian, A., Creely, E., & Southcott, J. (2023). Fierce parenting: An autoethnographic study of disability, inclusion, and ‘othering’. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2023.2203118

Creely, E., Henriksen, D. & Henderson, M. (2023). Artificial intelligence, creativity, and education: Critical questions for researchers and educators. In E. Langran, P. Christensen & J. Sanson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1309-1317). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE).
https://www.learntechlib.org/primary/p/221998/.

Tour, K., Henderson, M., Creely, E., Waterhouse, P., & Pham, X. (2023). Settling in digital Australia. AMES News. https://amesnews.com.au/latest-articles/settling-in-digital-australia/

Creely, E. (2023). Conceiving creativity and learning in a world of artificial intelligence: A thinking model. In D. Henriksen & P. Mishra (Edits.), Creative provocations: Speculations on the future of creativity, technology & learning (pp. 35-50). Springer. https://doi.org/10.1007/978-3-031-14549-0

Subban, P., Laletas, S., Creely, E., Southcott, J., & Fernandes, V. (2022). Under the sword of Damocles: Exploring the well-being of university academics during a crisis. Frontiers in Education, 7. https//doi.org/10.3389/feduc.2022.1004286

Creely, E., & Lyons, D. (2022). Designing flipped learning in initial teacher education: The experiences of two teacher educators. Australasian Journal of Educational Technology, 38(4), 40-54. https://doi.org/10.14742/ajet.7957

Creely, E. (2022, October 28).  Considering the theoretical foundations and ethics of conducting qualitative research [Conference presentation]. International graduate research symposium (IGRS), University of Languages and International Studies, Hanoi, Vietnam, October 28, 29, 2022. https;//doi.org/10.13140/RG.2.2.18708.37769

Creely, E. (2022). The challenges and possibilities of doing research in the contemporary digital world. Proceedings of the International Graduate Research Symposium (IGRS) (pp. 1-12). University of Languages and International Studies, Vietnam National University, Hanoi. https://drive.google.com/file/d/1zIRmay1c_q-iCL37mYrNvk0WOmSkbo3K/view?usp=share_link

Creely, E. (2022). Effective pedagogy and strategies for the reading, writing, and performing of poetry in the middle years. Literacy Learning: the Middle Years, 30(3), 8-19. https://drive.google.com/file/d/1Vw6XoHK4MOgpHGaBMoz_8_w4OIzjLJzj/view?usp=sharing

Creely, E., Henriksen, D., & Henderson, M. (2022). Moving beyond folk pedagogies towards hybrid and blended practices: A reflection on teacher education post-pandemic. In E. Baumgartner, R. Kaplan-Rakowski, R.E. Ferdig, R. Hartshorne, & C. Mouza (Edits.), A Retrospective of teaching, technology, and teacher education during the COVID-19 pandemic (pp. 31-38). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/221522/.

Creely, E., & Henriksen, D. (2022). Redesigning for student agency in university learning. A flipped approach for teaching successfully online. In S. McKenzie, L. Arulkadacham, J. Chung, & Z. Aziz (Edits.), The future of online education (pp. 165-180). Nova Science Publishers. https://doi.org/10.52305/LERQ4827

Creely, E., Bao, D., & Waterhouse, P. (2022). Enhancing initial teacher education through poetry: Explorations of the pedagogical practices of three poet-educators. Teaching and Teacher Education, 119, 103847.  https://doi.org/10.1016/j.tate.2022.103847

Creely, E., Southcott, J., & Creely, L.  (2022). Triggers, beginnings, and poetry making: the literacy practices of older Australian poetry writers. International Journal of Lifelong Education.  https://doi.org/10.1080/02601370.2022.2105968

Available at https://www.tandfonline.com/doi/full/10.1080/02601370.2022.2105968

Creely, E., & Lyons, D. (2022). Another way of looking at critical literacy. Considering the local and the personal in understanding the critical. Literacy Learning: The Middle Years, 32, 14-16.

Tour, E., Creely, E. & Waterhouse, P. (2022). Enhancing Digital Literacies with Adult English Language Learners. Routledge. Available at https://www.routledge.com/Enhancing-Digital-Literacies-with-Adult-English-Language-Learners-Theoretical/Tour-Creely-Waterhouse/p/book/9780367677589

Henriksen, D., Creely, E., & Gruber, N. (2022). A conceptual model for pedagogies of care in online learning environments. Italian Journal of Educational Technology, 30(1), 75-91. doi: 10.17471/2499-4324/1238. Available at https://ijet.itd.cnr.it/article/view/1238/1141

Brooks, M., Creely, E., & Laletas, S. (2022). Coping through the unknown: School staff wellbeing during the COVID-19 pandemic. International Journal of Educational Research Open, 3, 100146. https://doi.org/10.1016/j.ijedro.2022.100146

Henriksen, D., Creely, E., & Mehta, R. (2022). Rethinking the Politics of Creativity: Posthumanism, Indigeneity, and Creativity Beyond the Western Anthropocene. Qualitative Inquiry. https://doi.org/10.1177/10778004211065813

Creely, E., Chowdhury, R., & Southcott, J. (2021). Academics’ understandings of the literacy needs of international graduate students. The Qualitative Report, 26(12), 3787-3804. https://doi.org/10.46743/2160-3715/2021.4951

Henriksen, D., Mishra, P., Creely, E., & Henderson, M. (2021). The role of creative risk taking and productive failure in education and technology futures. TechTrends, 21, 602-605. https://doi.org/1007/s11528-021-00622-8

Creely, E., Henderson, M, Henriksen, D., Crawford, R.  (2021). Leading change for creativity in schools: mobilizing creative risk-taking and productive failure, International Journal of Leadership in Education. doi: 10.1080/13603124.2021.1969040

Creely, E., Henriksen, D., Crawford, R. & Henderson, M. (2021). Exploring creative risk-taking and productive failure in classroom practice. A case study of the perceived self-efficacy and agency of teachers at one school. Thinking Skills and Creativity, 42. https://doi.org/10.1016/j.tsc.2021.100951.

Creely, E., Laletas, S., Fernandes, V., Subban, P.  & Southcott, J. (2021). University teachers’ well-being during a pandemic: the experiences of five academics. Research Papers in Education. doi: 10.1080/02671522.2021.1941214

Kewanian, A., Creely, E., & Southcott, J. (2021). Affirming Strength-Based Practices in Disability and Inclusion: A Shared Autoethnographic Study of the Experiences of a Teacher. The Qualitative Report, 26(8), 2538-2557. https://doi.org/10.46743/2160-3715/2021.4664

Tour, E., Creely, E., & Waterhouse, P. (2021). “It’s a Black Hole . . .”: Exploring Teachers’ Narratives and Practices for Digital Literacies in the Adult EAL Context. Adult Education Quarterly. https://doi.org/10.1177/0741713621991516

Waterhouse, P., Creely, E. Southcott, J. (2021) Peak moments: A teacher-educator reflects (with colleagues) on the importance of heightened moments of teaching and learning,
Teaching and Teacher Education, 99. https://doi.org/10.1016/j.tate.2020.103275. Available at http://www.sciencedirect.com/science/article/pii/S0742051X20314669

Henriksen, D., Creely, E., Henderson, M., & Mishra, P. (2021). Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation. Educational Technology Research & Development. https://doi.org/10.1007/s11423-020-09912-z. Available at https://rdcu.be/cdoWA

Henriksen, D., Henderson, M., Creely, E., Carvalho, A., Cernochova, M., Dash, D., Davis, T., Mishra, P. (2021). Creativity and Risk-Taking in Teaching and Learning Settings: Insights from Six International Narratives. International Journal of Educational Research Open. Available at https://authors.elsevier.com/sd/article/S2666374020300248

Raphael, J., O’Mara, J., Whitburn, B., Creely, E., Anderson, K. & Moss, J. (2021). Encountering Diversity: Drama as a transformative pedagogy for preparing inclusive-minded teachers. In Studies in Inclusive Education: Inclusive Education is a Right, right? London: Brill. https://doi.org/10.1163/9789004434783

Creely, E., & Southcott, J. (2021). “I can’t do without my poetry”. A post-qualitative, phenomenological investigation of a poetry class of older Australians. In E. Creely, D. Lyons, K. Carabott, & J. Southcott (Eds.) Phenomenological Inquiry in Education: Theories, Practices, Provocations and Directions (pp. 196-209). Routledge.

Creely, E., Henriksen, D., & Henderson, M. (2021). Three Modes of Creativity. Journal of Creative Behavior. 55(2), 306-318. https://doi.org/10.1002/jocb.452

Tour, E., Creely, E., & Waterhouse, P. (2020). Considering the benefits of research participation: insights from a study of adult EAL educators. TESOL in Context, 29(2), 63–84. https://doi.org/10.21153/tesol2020vol29no2art1434

Creely, E. (2020). Students as writers – strengthening the agency of students as creative writers in the middle school. Literacy Learning: the Middle Years, 28(2), 7-18. Available at https://www.academia.edu/43437490/Literacy_Learning_the_Middle_Years_Students_as_writers_-strengthening_the_agency_of_students_as_creative_writers_in_the_middle_school 

Henriksen, D., Creely, E. & Henderson, M. (2020). Folk Pedagogies for Teacher Transitions: Approaches to Synchronous Online Learning in the Wake of COVID-19. Journal of Technology and Teacher Education, 28(2), 201-209. Waynesville, NC USA: Society for Information Technology & Teacher Education.  https://www.learntechlib.org/primary/p/216179/.

Creely, E. & Southcott, J. (2020). Developing perceived self-efficacy in later life through poetry writing. An analysis of a U3A poetry group of older Australians. International Journal of Lifelong Education, 39(2), 191-204. DOI: 10.1080/02601370.2020.1737589

Raphael, J., Creely, E., & Moss, J. (2019). Developing a drama-based inclusive education workshop about disability for pre-service teachers: a narrative inquiry after Scheler and Levinas. Educational Review. DOI: 10.1080/00131911.2019.1695105

Miles, J., Creely, E., & Pruyn, M.  (2019). From ‘Year 9 dropout’ to doctoral candidate: An autoethnographic journey of becoming (with friends). International Journal of Lifelong Education. DOI: 10.1080/02601370.2019.1678690. 

Mehta, R., Creely, E. & Henriksen, D. (2019). A Profitable Education: Countering Neoliberalism in 21st Century Skills Discourses. In Handbook of Research on Literacy and Digital Technology Integration in Teacher Education. Hershey, PA: IGI Global.

Creely, E. & Henriksen, D. (2019). Creativity and digital technologies. Encyclopedia of Educational Innovation. New York: Springer. Available at https://link.springer.com/referenceworkentry/10.1007%2F978-981-13-2262-4_143-1.

Creely, E. & Laletas, S. (2019). Transitions, transformations and finding success. A phenomenological analysis of the experiences of a doctoral student in early candidature. Higher Education Research & Development. https://doi.org/10.1080/07294360.2019.1680957. Available at https://www.tandfonline.com/eprint/KBXMADNTFTNZUBTMV86E/full?target=10.1080/07294360.2019.1680957

Creely, E. (2019). ‘Poetry is dying’: Creating a (re)new(ed) pedagogical vision for teaching poetry. Australian Journal of Language and Literacy, 42(2), 116-127.

Creely, E. & Tour, E. (2019). EAL teachers’ professional learning about digital literacies: a socio-material perspective. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1302-1309). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 25, 2019 from https://www.learntechlib.org/primary/p/207812/

Creely, E., Henderson, M. & Henriksen, D. (2019). Failing to succeed: The value of failure in creativity. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1403-1411). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 26, 2019 from https://www.learntechlib.org/primary/p/207829

Henriksen, D.,  Creely, E. & Henderson, M.(2019).Failing in Creativity: The Problem of Policy and Practice in Australia and the United States.Kappa Delta Pi Record,55(1),4-10,DOI: 10.1080/00228958.2019.1549429

Creely, E. & Diamond, F. (2018, November 21). Where has the joy of writing gone and how do we get it back for our children? The Conversation. Retrieved from https://theconversation.com/where-has-the-joy-of-writing-gone-and-how-do-we-get-it-back-for-our-children-101900

Creely, E., Henriksen, D. & Henderson, M. (2018). Understanding creativity and the role of technology in education: a tri-modal approach. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2495-2503). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 29, 2018 from https://www.learntechlib.org/primary/p/184663/

Creely, E. (2018). What’s poetry got to do with it? The importance of poetry for enhancing literacy and fostering student engagement. Literacy learning: The middle years, 26(3), 64-70

Henriksen, D., Henderson, M., Creely, E., Ceretkova, S., Černochová, M., Sendova, E., Sointu, E. & Tienken, C. H. (2018). Creativity and Technology in Education: An International Perspective. Technology, Knowledge and Learning, 23(2), 409-424.

Creely, E. (2018). Google and education: a critical perspective. Digital Education Research@Monash. http://newmediaresearch.educ.monash.edu.au/lnm/google-and-education-a-critical-perspective/

Creely, E. (2018). ‘Understanding things from within’. A Husserlian phenomenological approach to doing educational research and inquiring about learning.” International Journal of Research & Method in Education, 41(1), 104-122.

Creely, E., & Crispin, J. (2016). Decentring writing practice. Developing a writing culture in a school through a specialized open writing space. Idiom, 52(1).

Creely, E. (2015). The pen is dead? Long live the digital. Learning with New Media. Monash University. https://der.monash.edu/the-pen-is-dead-long-live-the-digital/

Creely, E. (2015). Performance. An ontological analysis. Theatre, Dance and Performance Training Blog.

https://theatredanceperformancetraining.org/2015/11/performance-an-ontological-analysis/

Creely, E. (2015). The third way. An alternative notion of god. Consciousness, Literature and the Arts, 16(3).

Creely, E. (2012). 10 essential hints for using ICT in the English classroom. Idiom, 48(3), 3-7.

Creely, E. (2010). Method(ology), pedagogy and praxis: a phenomenology of the pre-performative training regime of Phillip Zarrilli. Theatre, Dance and Performance Training, 1(2), 214-228. https://doi.org/10.1080/19443927.2010.505001

Creely, E. (2007). Operating postmodernly—my intentional postmodern theatre. Consciousness, Literature and the Arts, 8(2).

Creely, E. (1995). Computer Writing Classroom: A Vision for a New Pedagogy. English in Australia, 111, 49-59.