Reference List

Articles and Conference papers

Creely, E., & Janssen, K. (2026). Considering critical AI literacy in education: A collaborative autoethnography. AI Enhanced Learning, 2(1), 9–33. https://doi.org/10.70725/516336wxjqwk

Kewanian, A., Creely, E., & Southcott, J. (2026). Policy, practice, and representation: A critical discourse analysis of Victoria’s Easy English Inclusive Education policy. Discourse: Studies in the Cultural Politics of Education, 1–13. https://doi.org/10.1080/01596306.2026.2683437

Haekal, M., Creely, E., Carabott, K., & Sanjakdar, F. (2026). Narratives of incarcerated Indonesian young people: Educational and social perspectives. Journal of Applied Youth Studies. Advance online publication. https://doi.org/10.1007/s43151-026-00222-4

Creely, E. A. (2026). The ethical landscape of generative AI in education: A narrative literature review through the lens of consequentialism (2022–2026). AI in Education, 2(2), Article 20. https://doi.org/10.3390/aieduc2020020

Creely, E., & Weber, L. (2026). Critical thinking, oral language, and embodiment in the primary classroom: A critical thematic literature review. The Australian Journal of Language and Literacy. Advance online publication. https://doi.org/10.1007/s44020-026-00117-0

Woo, L., Henriksen, D., Creely, E., & Choi, H. (2026). Participating in the design of AI robot assistants through prompt engineering. In Society for Information Technology & Teacher Education International Conference 2026 (pp. 3319–3324). Association for the Advancement of Computing in Education.

Woo, L., Henriksen, D., & Creely, E. (2026). Leaders supporting teachers in technological change in the era of AI: The FLIP framework. In Proceedings of SITE 2026 (pp. 1663–1668). Association for the Advancement of Computing in Education.

Creely, E., & Tour, K. (2026, May 1). The art of the back and forth: What teachers need to know about writing with AI. Monash Lens. https://lens.monash.edu/the-art-of-the-back-and-forth-what-teachers-need-to-know-about-writing-with-ai/

Creely, E. (2026). Generative AI to foster computational thinking in initial teacher education: A thematic literature review and model. Behavioral Sciences, 16(4), Article 575. https://doi.org/10.3390/bs16040575

Tour, E., Creely, E., Barnes, M., Henderson, M., Waterhouse, P., Pegrum, M., & Agudelo Pena, M. (2026). Exploring AI literacy practices and capabilities of adult EAL learners from migrant and refugee backgrounds. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688251412564

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

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. Advance online publication. 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., 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. 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., & 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

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. Advance online publication. 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. Vietnam National University. https://drive.google.com/file/d/1AHy9DUEWpp_efTt1olNntcWIjMObbRQA/view

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. Monash Lens. 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

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. Advance online publication. 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, Article 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. Advance online publication. https://doi.org/10.47852/bonviewIJCE52024380

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

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). Association for the Advancement of Computing in Education. 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). Association for the Advancement of Computing in Education. 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). Association for the Advancement of Computing in Education. 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. Advance online publication. https://doi.org/10.47852/bonviewIJCE42022495

Tour, K., & Creely, E. (2024). Digital literacies framework [Audio podcast episode]. 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 AI 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 (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. Advance online publication. 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

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

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. Advance online publication. https://doi.org/10.1177/07417136231180867

Kewanian, A., Creely, E., & Southcott, J. (2023). Fierce parenting: An autoethnographic study of disability, inclusion, and ‘othering’. International Journal of Qualitative Studies in Education. Advance online publication. 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). Association for the Advancement of Computing in Education. 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/

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, Article 1004286. 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). The challenges and possibilities of doing research in the contemporary digital world. In Proceedings of the International Graduate Research Symposium (pp. 1–12). University of Languages and International Studies, Vietnam National University. https://drive.google.com/file/d/1zIRmay1c_q-iCL37mYrNvk0WOmSkbo3K/view

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

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. Advance online publication. https://doi.org/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.

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. https://doi.org/10.17471/2499-4324/1238

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, Article 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. Advance online publication. 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, 65, 602–605. https://doi.org/10.1007/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. Advance online publication. https://doi.org/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, Article 100951. 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. Advance online publication. https://doi.org/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. Advance online publication. 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, Article 103275. https://doi.org/10.1016/j.tate.2020.103275

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 and Development. Advance online publication. https://doi.org/10.1007/s11423-020-09912-z

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. Advance online publication. https://authors.elsevier.com/sd/article/S2666374020300248

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. https://www.academia.edu/43437490/

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. 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. https://doi.org/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. Advance online publication. https://doi.org/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. Advance online publication. https://doi.org/10.1080/02601370.2019.1678690

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. Advance online publication. https://doi.org/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). Association for the Advancement of Computing in Education. 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). Association for the Advancement of Computing in Education. 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. https://doi.org/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. 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). Association for the Advancement of Computing in Education. 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.

Book Chapters and Books

Creely, E., Southcott, J., & Chan, P. W. K. (2026). Active ageing, belonging and lifelong learning for older adults: An Australian ethnographic case study. In J. Li & P. W. K. Chan (Eds.), Global perspectives on community education and learning society: Diversities, challenges and strategies (Chapter 11). Routledge.

Tour, E., Creely, E., & Turner, M. (2026). AI-mediated translanguaging. In L. McCallum & D. Tafazoli (Eds.), The Palgrave encyclopedia of computer-assisted language learning. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-51447-0_356-1

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

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

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 (Eds.), A retrospective of teaching, technology, and teacher education during the COVID-19 pandemic (pp. 31–38). Association for the Advancement of Computing in Education. 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 (Eds.), The future of online education (pp. 165–180). Nova Science Publishers. https://doi.org/10.52305/LERQ4827

Tour, E., Creely, E., & Waterhouse, P. (2022). Enhancing digital literacies with adult English language learners. Routledge.

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? 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.

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. IGI Global.

Creely, E., & Henriksen, D. (2019). Creativity and digital technologies. In Encyclopedia of educational innovation. Springer. https://doi.org/10.1007/978-981-13-2262-4_143-1

Unpublished Work and Preprints

Creely, E. (2026, May). The unfinished question: What we mean when we say “God” [Preprint]. ResearchGate. https://doi.org/10.13140/RG.2.2.22536.38403

Creely, E. (2026, April 6). Opening the door as an affirmation of shared humanity: A postqualitative inquiry after Martin Buber [Preprint]. SSRN. https://ssrn.com/abstract=6526218

Creely, E. (2026, March 27). The ethical landscape of generative AI in education: A narrative literature review through the lens of consequentialism (2022–2026) [Preprint]. SSRN. https://ssrn.com/abstract=6499459

Creely, E. (2026). Post-atheism and new atheism: Towards a thoughtful reengagement with the sacred [Preprint]. ResearchGate. https://doi.org/10.13140/RG.2.2.13186.85446

Creely, E., Parr, G., Richardson, H., McLeod, A., Carabott, K., & Scull, J. (2026, March). Critical literacies guidelines for upper primary teachers: A framework for developing critical literacy across the curriculum [Unpublished manuscript]. ResearchGate. https://doi.org/10.13140/RG.2.2.18773.49124

Creely, E. (2026). Generative AI to foster computational thinking in initial teacher education: A thematic literature review and model [Preprint]. Preprints.org. https://doi.org/10.20944/preprints202602.1017.v1

Creely, E., & Mehta, R. (2026). An analysis of ideological encoding about social issues in generative AI systems with educational implications [Preprint]. SSRN. https://doi.org/10.2139/ssrn.6016014

Creely, E. (2026, January 8). Supporting student writing: Key pedagogical ideas [Unpublished manuscript]. ResearchGate. https://doi.org/10.13140/RG.2.2.27323.89129

Creely, E., & Tour, K. (2025, December). New ways of thinking about writing with generative AI [Conference presentation]. AARE 2025 Conference, Newcastle, NSW, Australia. 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 [Preprint]. SSRN. https://doi.org/10.2139/ssrn.5732963

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

Creely, E. (2025, November). Embodied multimodality in ELT: Enriching learning, empowering learners [Conference presentation]. International Graduate Research Symposium (IGRS 2025), Hanoi, Vietnam. https://doi.org/10.13140/RG.2.2.23857.24168

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

Creely, E. (2025, July). Beyond simple literacy: The complex art of AI interaction [Preprint]. ResearchGate. 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. (2025). Beyond phonics: Reclaiming balance in primary literacy education [Preprint]. ResearchGate. https://doi.org/10.13140/RG.2.2.11177.51049

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

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

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

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

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 [Report]. Monash University. 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 [Report]. Monash University. https://doi.org/10.26180/25650300

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

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. https://doi.org/10.13140/RG.2.2.18708.37769