Personal knowledge management (PKM) is a process of collecting information that a person uses to gather, classify, store, search, retrieve and share knowledge in their daily activities and the way in which these processes support work activities . It is a response to the idea that knowledge workers need to be responsible for their own growth and learning . It is a bottom-up approach to knowledge management (KM) . History and background Although as early as 1998 Davenport wrote on the importance to worker productivity of understanding individual knowledge processes (cited in ), the term personal knowledge management appears to be relatively new. Its origin can be traced in a working paper by . PKM integrates personal information management (PIM), focused on individual skills, with knowledge management (KM) in addition to input from a variety of disciplines such as cognitive psychology, management and philosophy . From an organizational perspective, understanding of the field has developed in light of expanding knowledge about human cognitive capabilities and the permeability of organizational boundaries. From a metacognitive perspective, it compares various modalities within human cognition as to their competence and efficacy . It is an underresearched area . More recently, research has been conducted to help understand "the potential role of Web 2.0 technologies for harnessing and managing personal knowledge" . The Great Resignation has expanded the category of knowledge workers and is predicted to increase demand for personal knowledge management in the future . Models identified information retrieval, assessment and evaluation, organization, analysis, presentation, security, and collaboration as essential to PKM (cited in ). Wright's model involves four interrelated domains: analytical, information, social, and learning. The analytical domain involves competencies such as interpretation, envisioning, application, creation, and contextualization. The information dimension comprises the sourcing, assessment, organization, aggregation, and communication of information. The social dimension involves finding and collaborating with people, the development of both close networks and extended networks, and dialogue. The learning dimension entails expanding pattern recognition and sensemaking capabilities, reflection, development of new knowledge, improvement of skills, and extension to others. This model stresses the importance of both bonding and bridging networks . In Nonaka and Takeuchi's SECI model of knowledge dimensions (see under knowledge management), knowledge can be tacit or explicit, with the interaction of the two resulting in new knowledge . Smedley has developed a PKM model based on Nonaka and colleagues' model in which an expert provides direction