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      Digital literacies and children’s personalized books: Locating the ‘self’

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          Abstract

          This conceptual article discusses the role of digital literacies in personalized books, in relation to children’s developing sense of self, and in terms of assessing the potential impact of artificial intelligence (AI). Personalized books contain children’s data, such as their name, gender or image, and they can be created by readers or automatically by the publisher. Some personalized books are e-books enhanced with artificial intelligence, and some can be ordered as paperbacks. We discuss this use of children’s personal data in terms of the social location of the self with regard to subjective and objective dimensions. We draw on a map metaphor, in which objective space requires readers to locate themselves in an unknown ‘A-to-B’ space and subjective space provides an individually oriented world of ‘me-to-B’. By drawing on examples of personalized books and their use by parents and young children, we discuss how personalization troubles the borders between readers’ me-to-B and A-to-B space experiences, leading to possible confusion in the sense of self. We conclude by noting that AI-enhanced personalized texts can reduce personal agency with respect to formulating a sense of identity as a child.

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          Most cited references 14

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          ‘What are we downloading for our children? Best-selling children’s apps in four European countries’

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            ‘The digital person: The state of the art and science: A white paper from the 2nd Wolfson-HAT Symposium on the Digital Person’

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              ‘The future of algorithmic personalization’

               J. Koponen, (2015)
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                Author and article information

                Journal
                lre
                lre
                London Review of Education
                LRE
                UCL Press (UK )
                1474-8479
                21 July 2020
                : 18
                : 2
                : 151-162
                Affiliations
                University of Stavanger, Norway
                University of Alberta, Canada
                Author notes
                Corresponding author: Email: natalia.kucirkova@ 123456uis.no
                Article
                10.14324/LRE.18.2.01
                Copyright © 2020 Kucirkova and Mackey

                This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                Page count
                Figures: 1, References: 29, Pages: 13
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                London Review of Education
                Volume 18, Issue 2

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