Mehta, R., Creely, E., Henriksen, D., Henderson, M., & Crawford, R. (2024). Beyond Western notions of creativity in education: Toward a trans-epistemological approach. Journal of Creative Behavior. https://doi.org/10.1002/jocb.1503
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/bonviewIJCE4202249
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.
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