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.

中文翻译：

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数字素养和儿童个性化书籍：定位“自我”

这篇概念性文章讨论了数字素养在个性化书籍中的作用，与儿童发展自我意识的关系，以及评估人工智能 (AI) 的潜在影响。个性化图书包含儿童的数据，例如他们的姓名、性别或图像，它们可以由读者创建或由出版商自动创建。有些个性化书籍是经过人工智能增强的电子书，有些可以作为平装书订购。我们从主观和客观维度上的自我社会定位来讨论儿童个人数据的这种使用。我们利用地图比喻，其中客观空间要求读者将自己定位在一个未知的“A-to-B”空间中，主观空间提供了一个面向个体的“me-to-B”世界。通过借鉴个性化书籍的例子及其父母和幼儿的使用，我们讨论了个性化如何打破读者的“me-to-B”和“A-to-B”空间体验之间的界限，从而导致自我意识的可能混淆。我们最后指出，人工智能增强的个性化文本可以减少在儿童时期形成身份感方面的个人能动性。