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To provide a selective bibliography in the emerging area of library content personalization for the benefit of library and information professionals.

A range of recently published works (in the period 1993–2004), which aim to provide pragmatic application of content personalization rather than theoretical works, are discussed and sorted into “classified” sections to help library professionals understand more about the various options for formulating content as per the specific needs of their clientele.

This paper provides information about each category of tool and technique of personalization, indicating what is achieved and how particular developments can help other libraries or professionals. It recognises that personalization of library resources is a viable way of helping users deal with the information explosion, conserving their time for more productive intellectual tasks. It identifies how computer and information technology has enabled document mapping to be more efficient, especially because of the ease with which a document can be indexed and represented with multiple terms, and confirms that this same functionality can be used to represent a user's interests, facilitating the easy linking of relevant sources to prospective users. Personalization of library resources is an effective way for maximizing user benefit.

This is not an exhaustive list of developments in personalization. Rather it identifies a mix of products and solutions that are of immediate use to librarians.

A very useful source of pragmatic applications of personalization so far, that can guide a practicing professional interested in creating similar solutions for more productive information support in his/her library.

This paper fulfils an identified need for a “review of technology” for LIS practitioners and offers practical help to any professional exploring solutions similar to those outlined in this paper.

The paper aims to assess the level of preparedness of the Central Libraries of the Indian Institutes of Technology (IITs) to personalize content and seeks to determine whether the personalization service prototype being developed at IIT Kharagpur can be extrapolated to the remaining IITs.

A questionnaire was sent to the Librarians of the seven IITs, designed to compare the available information resources and services, with special emphasis on user interests and personalization aspects. The survey was supplemented by study visits to a couple of the Institutes.

Kharagpur and Mumbai have implemented personalization services in some form while the remaining IITs plan to adopt them in the near future. There is also a strong case for extending Kharagpur's personalization service, currently in project mode, to the other IITs.

IIT Madras and IIT Kanpur failed to return the questionnaires, so relevant information regarding these Institutes had to be collected from their web sites and other available sources. There is also scope for further research to accurately access the current status of personalization activities in all the IITs.

With parallel interests and similar research and information facilities, personalization services in one IIT can be replicated and utilized by all the others, leading to greatly enhanced library services in all the Institutes.

This one of a kind survey underlines the need for and possibility of making content personalization a reality in advanced technical libraries. The results obtained are valuable to all IIT libraries in particular and academic/technical libraries in general.

As educators seek ways to enhance student motivation and improve achievement, promising advances are being made in adaptive approaches to instruction. Learning technologies are emerging that promote a high level of personalization of the learning experience. One type of personalization is context personalization, in which instruction is presented in the context of learners’ individual interests in areas like sports, music, and video games. Personalized contexts may elicit situational interest, which can in turn spur motivational and metacognitive states like positive affect and focused attention. Personalized contexts may also allow for concepts to become grounded in prior knowledge by fostering connections to everyday activity. In this Chapter, we discuss the theoretical, design, and implementation issues to consider when creating interventions that utilize context personalization to enhance motivation.

First, we provide an overview of context personalization as an instructional principle and outline the emerging evidence that personalization can enhance motivation and improve achievement. We then discuss the theory hypothesized to account for the effectiveness of context personalization and discuss the approaches to personalization interventions. We close by discussing some of the practical issues to consider when bridging the design and implementation of personalization interventions. Throughout the paper, we anchor our discussion to our own research which focuses on the use of context personalization in middle and high school mathematics.

The theoretical mechanisms through which context personalization enhances learning may include (1) eliciting positive affective reactions to the instruction, (2) fostering feelings of value for the instructional content through connections to valued personal interests, or (3) drawing upon prior funds of knowledge of the topic. We provide hypotheses for the relatedness of context personalization to triggering and maintaining situational interest, and explore potential drawbacks of personalization, considering research on seductive details, desirable difficulties, and authenticity of connections to prior knowledge. We further examine four approaches to personalized learning – “fill-in-the-blank” personalization, matching instruction to individual topic interests, group-level personalization, and utility-value interventions. These approaches vary in terms of the depth of the personalization – whether simple, shallow connections are made to interest topics, or deep, meaningful connections are made to learners’ actual experiences. The consideration of depth also interacts with grain size – whether content is personalized based on the broader interests of a group, or the individual experiences of a particular learner. And finally, personalization interventions can have different levels of ownership – an instructor can generate the personalized connections, the connections can be made by the curriculum designers, or learners can take an active role in personalizing their own learning. Finally, we discuss the practical implementation issues when bringing context personalization interventions into K-12 classrooms. Personalization can be logistically difficult to implement, given that learners hold a diverse array of interests, and may experience each of those interests differently. In addition, particular types of instructional content may show greater sensitivity when personalization is implemented, and personalization may be most helpful for learners with certain background characteristics.

Realizing the promise of personalized learning is an unsolved problem in education whose solution becomes ever more critical as we confront a new digital age. Context personalization has the potential to bring together several well-established strands of research on improving student learning – research on the development of interest, funds of knowledge, and utility value – into one powerful intervention.

The purpose of this paper is to present principles for personalization of both learning content and gameplay in serious games for learning, which are based on a combined model of the student that comprises user, learner and player-related aspects of the student’s profile. Each of the considered user, learner and player sub-models has a static and dynamic group of characteristics. These characteristics assist general approaches for learning mazes game personalization applied to embedded mini-games (designed as information units, learning objects and educational tasks) so that to be adjustable and to enable learners to acquire knowledge more effectively.

A student modelling approach was applied to design the personalization of learning content in the educational maze game and each of them contained mini-games. To evaluate the student’s preferences about the types of mini-games and ways of their personalization depending on individual and group student characteristics, the authors conducted an online survey.

This study presents examples of personalization of four types of mini-games available in maze halls, namely, question, searching, arranging and action games. Next, the research discusses findings from an online survey aiming at the evaluation of the preferred types of mini-games and the way of their personalization. There are analysed results concerning the impact of the student model characteristics on the preferred ways of personalization in educational maze games, together with criteria for personalization of educational resources according to student’s level of knowledge, age, goals and learning style.

A significant limitation of the research is the relatively small number of survey participants and the lack of studying the impact of learning and playing styles over game personalization. Another limitation of the study is the inclusion of only some of the mini-games within the demonstration maze, which respondents play before answering the survey questions.

This paper presents original research on the personalization of educational maze game based on a model of the student profile that comprises both static and dynamic properties reflecting user, learner and player-related aspects of the student character, together with results obtained from an online survey.

This study aims to determine how to influence the customer journey of mobile food ordering applications (MFOAs) users. It researches how available information could influence customers’ intention to use MFOAs platforms in the prepurchase stage and explores the potential of personalized information to improve customer satisfaction with these services in the postpurchase stage.

This research followed a mixed design, combining qualitative (focus groups) and quantitative (online survey) research and using both content analysis and partial least squares structural equation modeling.

Two types of available information (firm-generated information and online customer reviews) had a positive influence on the behavioral intention to use MFOAs. Additionally, findings showed that different web personalization strategies, namely, content personalization, functional personalization and system-driven personalization, were useful tools to create customer satisfaction with this type of platform.

The study discusses limitations regarding the sample and sampling process, indicator variables and measures.

The present research provides actionable insights for online food delivery providers.

This study addresses a research gap in the literature and provides a novel and richer understanding of customer behavior toward mobile food delivery platforms. Also, it adds to the personalization research by identifying and testing a range of web personalization strategies.

The purpose of this paper is to provide insights into personalisation from a practitioner’s perspective to bridge the practitioner-academia gap and steer the research agenda. A wide scope of research has investigated personalisation from a consumer perspective. The current study aims at bridging the consumer and practitioner perspective by entering into a dialogue about the practical application of personalisation. It takes the personalisation process model by Vesanen and Raulas (2006) as the starting point.

Lead by the exploratory character of the study, semi-structured expert interviews were conducted with marketers, market researchers and online privacy specialists.

The results showcase how practitioners view the issues present in consumer research. First, they are overly positive about personalisation. Second, they are aware of constraining factors; findings showcase best practices to mitigate them. Finally, practitioners are aware of controversies surrounding personalisation and thus engage in ethical discussions on personalisation.

This study shows that practitioners have somewhat different believes about the utility and appreciation of personalised marketing practices than consumers. It also shows awareness of some of the key concerns of consumers, and that such awareness translates into organisational and technological solutions that can even go beyond what is currently mandated by law. Six insights into personalised marketing as well as expectations for the future of the phenomenon are discussed to steer the research agenda.

Insights into the practice of personalisation contribute to a shared understanding of this phenomenon between involved actors, such as marketers, advertisers, and consumer representatives. In addition, implications for lawmakers are discussed, suggesting that the implementation of privacy laws needs more clarity and that actions aiming at improving consumer knowledge are needed.

The paper contributes to the literature first, by drafting a descriptive map of personalisation from a practitioners’ perspective and contrasting it with the perspective stemming from consumer research and, second, by offering insights into the current developments and direct implications for practice and future research.

The purpose of this paper is to develop a conceptual framework for assessing what are the possibilities and pitfalls of using algorithmic systems of news personalization – i.e. the tailoring of individualized news feeds based on users’ information preferences – for constructive conflict coverage in the context of peace journalism, a journalistic paradigm calling for more diversified and creative war reporting.

The paper provides a critical review of existing research on peace journalism and algorithmic news personalization, and analyzes the intersections between the two concepts. Specifically, it identifies recurring pitfalls of peace journalism based on empirical research on constructive conflict coverage and then introduces a conceptual framework for analyzing to what degree these pitfalls can be mediated – or worsened – through algorithmic system design.

The findings suggest that AI-driven distribution technologies can facilitate constructive war reporting, in particular by countering the effects of journalists’ self-censorship and by diversifying conflict coverage. The implementation of these goals, however, depends on multiple system design solutions, thus resonating with current calls for more responsible and value-sensitive algorithmic design in the domain of news media. Additionally, our observations emphasize the importance of developing new algorithmic literacies among journalists both to realize the positive potential of AI for promoting peace and to increase the awareness of possible negative impacts of new systems of content distribution.

The article particle is the first to provide a comprehensive conceptualization of the impact of new content distribution techniques on constructive conflict coverage in the context of peace journalism. It also offers a novel conceptual framing for assessing the impact of algorithmic news personalization on reporting traumatic and polarizing events, such as wars and violence.

The purpose of this paper is to explore the type of personalisation services satisfying the needs of cancer websites’ target users, and the influence of their emotional states on website usage intentions.

Three data collection methods were employed. Survey questionnaires were distributed to online health users. Interviews with representatives of the cancer-affected population further explored emotions as stimuli for online cancer-related activities. Finally, availability of personalisation features was evaluated on existing health websites in Bosnia and Herzegovina and the UK.

A clear preference emerged for personalisation on cancer-related websites. There are specific personalisation features the cancer-affected population desires. Interestingly, certain emotions were found to stimulate visits to health websites.

Fighting cancer implies constant support, including from cancer-related websites. It is thus vital to understand the required personalisation, stemming from target users’ actual needs, including the neglected user characteristics, as are emotions for cancer-affected people. This supports emotion-based personalisation.

The paper focusses on the cancer-affected population, and developing a comprehensive understanding of their personalisation needs in online health services. It further shows which emotions influence intentions to use cancer websites. The three concepts combined have not yet been studied, to the best of the authors’ knowledge.

The purpose of this paper is to show how personalisation of learning resources and services can be achieved for students with and without disabilities, particularly responding to the needs of those with multiple disabilities in e‐learning systems. The paper aims to introduce ONTODAPS, the Ontology‐Driven Disability‐Aware Personalised E‐Learning System, which has the mechanism for such personalisation.

This paper reviews current e‐learning systems that provide personalisation for students, including their strengths and weaknesses. The paper presents personalisation and its techniques and then presents ONTODAPS, which personalises learning resources and services to students. In total, three case studies are considered to show how personalisation is achieved using ONTODAPS.

This paper shows that it is possible to use automated ontology‐based agents intercommunicating to provide an effective personalisation for disabled students. The results reveal that ONTODAPS is flexible enough to provide enough control and freedom to drive their learning. The results also suggest that ONTODAPS has the ability to provide appropriate levels of learner control by allowing them to self‐direct learning through personalising learning resources and then allowing them to choose which resources they wish to access. This thus gives them a sense of ownership and control.

This research reveals that it is possible for e‐learning systems to personalise learning for users with multiple disabilities. Thus, by considering the needs of such users and consulting them in the design and development process, developers of e‐learning systems can produce systems that are both accessible and usable by students with disabilities.

The inclusion of multiple formats of learning resources and personalisation of their presentation to students means students will have increased access to such resources, with the potential of consuming and assimilating the information. This also has the potential of improving understanding and hence and improvement in results.

This research shows that ONTODAPS is a medium where disabled students can have equivalent learning experience with their non‐disabled peers. This could potentially increase access to learning for disabled students and possibly help improve their results due to an increase in accessibility of learning resources and usability of the system. This system thus complies with contemporary legislation which requires “reasonable adjustments” or “reasonable accommodations” to be made to meet the needs of disabled people.

Although personalisation has been applied in e‐commerce systems, making them very successful, such personalisation is still a wish for e‐learning systems which struggle to catch up. This research proposes a solution in the e‐learning domain and its novelty is in its application to disabled students, including those with multiple disabilities.

This paper aims to explore the realm of literature about personalization of digital library services. This paper focuses on users’ unique needs and will identify different types of personalized services. Therefore, this study has identified different types of services personalization in the context of digital academic libraries.

In this research, the systematic review method has been used to obtain the relevant indicators of different types of personalization in the context of libraries. To explain basic indicators, a Delphi method has been used. The Delphi panel’s members consisted of 15 experts (faculty members, researchers, professional users and software designers). A purposeful sampling and the Delphi fulfillment process were performed in three rounds. After collecting data, descriptive statistics (mean and standard deviation), inferential statistics (binomial distribution test) and the Kendall coordination coefficient were used to determine the consensus rate among experts.

A total of 103 indicators were extracted for different types of personalization through a systematic literature review. Of these, 90 indicators were considered significant in the experts’ view. Generally, content personalization, interactive personalization, collaborative personalization and information retrieval personalization are the main components of personalization types, each of which has its own indicators.

This study has dealt with the issue of what is personalized in the context of digital academic library. The findings should be helpful and effective in the development of a holistic view on personalization of services in digital libraries.