Artificial Intelligence Exploration

I entered this week with a risk assessment mindset instead of my usual AI enthusiast perspective. I focused on selecting academic and library tasks which AI could perform responsibly to minimize time usage while avoiding situations where AI benefits did not match its potential risks. I tested these tools through low-risk operations by running them with standard test data.

Where AI Helped

• The tools for Triage & Skimming:  SciSpace and Unriddle and Answer this.  This helped me determine the value of each source in terms of time investment. step. The tool shows good performance in finding appropriate candidates and identifying essential text elements yet it does not eliminate the requirement for full human assessment. 

• Structure & De-cluttering:  The AI system Thesis and Julius provides section organization through Paperpal and Thesify which enhance written text clarity and simplicity from question sets. These tools operate as formatting tools which do not substitute for human mental operations. 

• Writer’s Block:  The scaffolds Jenni provides students help them avoid blank-page anxiety but need significant changes to match the perspective of an expert in the subject. 

Red Flags I Saw

• Source Reliability & Hallucinations:  The tools create summary versions of papers without any analytical content while producing references that appear in non-existent parts of the original documents. Any “citation” must be checked at the publisher or DOI. 

• Bias & Over-simplification:  The process of summarizing information results in two main problems which include biased interpretations and oversimplified representations of complex details. The implementation of paraphrasing tools in policy and ethics and DEI environments creates a high risk because they tend to strip away vital words and modify the core meaning of the text. 

• Privacy & Compliance:  The uploaded content together with user prompts functions as training material which could potentially be stored outside of the country. The requirements of FERPA/COPPA create a conflict with the K–12 educational environment. I believe that no PII information remains secure even when using the “private mode” feature. 

• Vendor Lock-In & Cost Drift:  The free tiers of these services create dependency while essential features become available only through paid subscriptions which results in Vendor Lock-In & Cost Drift. The operational systems of schools and libraries risk becoming unsustainable because they use tools which they cannot afford to maintain. 

• Intellectual Property & Attribution:  The process of creating Drafting tools creates confusion about who should receive credit for original work. Users can create deceptive authorship records because there are no clear notes present. 

• Equity & Access: If an assignment assumes a specific tool or paid tier, we widen the digital divide. Every AI-assisted path needs a no-AI alternative. 

Tool-by-Job Takeaways

• The initial list generation process of Literature discovery (Consensus, Elicit) works well but it does not produce systematic search results effectively. Expect gaps; verify everything. 
• The PDF Q&A/summarization tools from SciSpace and Unriddle and AnswerThis provide a good starting point but they might fail to detect subtle details and they could interpret tables and figures incorrectly. Treat as directional. 
• The process of drafting and outlining (Thesis AI, Julius, Jenni) helps with organizing the structure of the work but does not enhance the actual content. Risk of tone drift and invented claims—revise heavily. 
• The editing/paraphrasing tools (Paperpal and Thesify) assist with clarity but they may eliminate the precise language of technical terms. The following text requires precise language to be reintroduced after the pass. 

Final Position

AI functions as a power stapler in specific situations by providing fast assembly of components. The tool operates as a reference system yet it cannot substitute the necessity for expert knowledge and reading abilities and ethical choices. The most secure approach for educational institutions and libraries requires a skeptical approach to adoption which involves limited specific applications with complete verification processes and complete disclosure of information.

Reflecting on EDU 776: Designing for Access, Purpose, and Professionalism

 The course EDU 776 required me to select technology tools that support equity while maintaining clear objectives and establishing a professional digital presence. The three main elements that influenced my teaching practice included Accessibility & Universal Design for Learning (UDL) and the implementation of technology frameworks (SAMR, TPACK, Triple-E) for strategic decision-making and the creation of a professional online presence that showcases my values and achievements.

GIF from Giphy

This course completely changed how I think about accessibility.

The process of creating these three posters required me to establish accessibility as the fundamental principle of visual communication instead of treating it as an optional addition. I designed each poster to function as a usability assessment which tested whether someone with different vision abilities and language requirements could locate key information from 6–10 feet away and perform necessary actions.

Instead of blindly following the latest tech trend...

I learned to be more intentional about the tools I use. A few frameworks—SAMR, TPACK, and Triple-E—were a huge help in figuring out the "why" behind my choices.

They gave me a simple set of questions to ask myself. With SAMR, I'd consider using tech to substitute an old method, or to truly redefine the task. TPACK was my gut check to make sure my teaching style, the subject matter, and the technology all actually fit together. And with the Triple-E framework, I'd focus on the students: will this tool really engage them, enhance their learning, and extend it in a meaningful way?

Thinking this way helped me cut through so much tech clutter. If a tool wasn't genuinely improving clarity, access, or student outcomes, I learned it was okay just to set it aside.

Professional Web Presence: Evidence, Not Just Aesthetics

The portfolio work forced me to articulate a concise About/Philosophy, link to work samples, and curate a Professional Online Library. I treated the site as an evidence map, not a scrapbook: Navigation stays within three clicks to key pages (About, Work Samples, Contact).Captions and attributions model ethical use of media. Every artifact is paired with a one‑line statement of purpose and the corresponding learner outcome it reinforces.

What Changed for Me

I began the term by focusing on efficiency as my main priority. The design criteria now consist of three essential elements which include accessibility expansion and purpose clarity and professional integrity demonstration. Technology delivers actual value when all three elements align.

My Digital Tattoo, Curated: A Professional Data Mine and Action Plan

Educators and leaders who use online platforms generate permanent digital records which others can access to interpret outside their original context. The research built upon Goffman's self-presentation theory and Turkle's identi-frag concept of fragmented online identities and Jarvis's distinction between identity and reputation to analyze my online presence through a systematic data extraction process.

---

Executive Summary

• Scope: Searched two browsers (Chrome + DuckDuckGo) and reviewed 10+ sources including Google, Bing, LinkedIn, Facebook, Instagram, X (Twitter), a legacy profile site, two data-broker aggregators, Have I Been Pwned, and news/alumni mentions.

• Highlights:  Professional pages achieve high rankings in search results but legacy content and broker pages reveal both property addresses and family relationships and one previous forum/breach entry became visible through email search results. 

• Action: Initiated data-broker removals via Incogni, pruned/secured dormant accounts, and set up monitoring (alerts + quarterly audits).

• Takeaway: My identity online is coherent but fragmented; reputation is shaped by what’s most visible. Proactive, ethical curation is essential.

---

Method: How I Mined My Data

To reduce personalization bias, all searches were done in private/incognito windows. I captured documentation and ensured the process was replicable for instructional use.

1. Browsers & Engines: Chrome (Google), DuckDuckGo (web + images). Cross-checked with Bing.
2. Profiles & Platforms: LinkedIn, Facebook, Instagram, X (Twitter), an older profile hub

1. People/Data Brokers: Two common broker sites (e.g., Spokeo/Whitepages preview), plus Have I Been Pwned for breach checks.
2. News/Org Mentions: Alumni pages, local news, professional bios.

Screenshot 1: Google SERP—LinkedIn and institutional bio rank at the top.

Screenshot 2: Broker preview exposing addresses/relatives (free tier).

---

Findings: What the Web Says About Me

• Search Engines (Google, Bing, DuckDuckGo): My professional artifacts dominate page one (good). The search results from Bing displayed a person with the same name which shows how context collapse can occur when users confuse this person with me. 
• Social Platforms: The platform of LinkedIn offered users a simple way to present themselves professionally. Facebook/Instagram revealed some public-tagged content which was harmless yet indicated the need to check tagging permissions and past album content. 
• Legacy Content: An older profile and a 2010 blog comment surfaced; benign yet out of date. The examples demonstrate how Turkle's identi-frag works in reality because they present only partial aspects of the complete narrative. 
• People/Data Brokers: The free preview section displays previous addresses together with estimated ages and family connections which creates discomfort because users can easily access this information. Reputation “scores” (opaque) appeared on one site. 
• Breach Check (Have I Been Pwned): The historical breach contained an older email that appeared in the system. Users need to follow password hygiene and 2FA security practices as fundamental security measures. 

The combination of professional satisfaction from seeing my professional pages displayed prominently and worry about data brokers and legacy drift and interest in how others would understand my fragments outside of context made up my overall experience. Jarvis correctly observes that identity consists of personal self-declarations yet reputation develops through the views others hold about me. I have the most effective tool in visibility management which involves creating accurate and consistent professional content that remains up to date to surpass all other distracting information. 

---

Remediation & Risk Reduction: Incogni + Hygiene

Because data-broker aggregation was my biggest risk surface, I used incogni to automate opt-out requests and track removals. 

Steps I TookBecause data-broker aggregation was my biggest risk surface, I used Incogni to automate opt-out requests and track removals. 

1. Authorized Incogni to submit requests to common broker sites; reviewed initial list. 
2. The system tracks three statuses which include “submitted” and “in progress” and “removed” and it also provides export confirmation. 
3. The system requires a quarterly re-scan because brokers will obtain data once more. 

Results & Caveats

• The removal of multiple people-search profiles occurred while the number of broker search results for my name and city decreased. 
• The service does not provide coverage for all brokers since some need manual submission of identification documents and application forms. Public records which include deeds stay accessible to the public which prevents data accumulation but does not affect the original recorded information. 
• The process of removals usually requires between days and weeks to complete. Persistence matters. 

Additional Hygiene

• The company took steps to protect accounts by enabling account locking and two-factor authentication for essential services and it reviewed all tagging activities on Instagram and Facebook. 
• I updated my professional bio page and CV portfolio to ensure they appear above outdated content in search results. 
• I have set up Google Alerts to track my name and I use my calendar system to perform quarterly audits. 
  

---

Why This Matters in Education (and When to Teach It)

This exercise aligns directly with our course learning outcomes: ethical/secure tech use (CLO 1), professional web presence (CLO 2), and managing digital identity (CLO 6). Students need these skills early:

• Upper Elementary: Foundations—audience, permanence, kindness, and trusted-adult check-ins.
• Middle School: Platform settings, footprints, and basic self-search with guided reflection.
• High School: Portfolio building, reputation management, broker awareness, breach checks, and college/career readiness.

Responsibility is shared: teachers (curricular integration), parents/guardians (home norms and oversight), and counselors/librarians/IT (workshops, privacy clinics, and credible resources).

---

My Ongoing Plan

• Develop and sustain an operational professional website together with an active LinkedIn profile which should display artifacts showing your present work duties and accomplishments. 
• The process includes running broker removals through Incogni on a quarterly basis and checking image and tag visibility and conducting long-tail search result audits. 
• Security measures include using a password manager and unique credentials and two-factor authentication while removing all inactive accounts. 
• Users need to determine the likelihood of audience collapse before sharing powerful content so they should wait for a period before posting. 

Resources

• Have I Been Pwned (breach check)
• Trace My Shadow (data trail awareness)
• Set up Google Alerts for your name
• Find old accounts (Consumer Reports)
• How to opt out of data brokers (Wired)

Accessibility note: All images include descriptive alt text; hyperlinks use descriptive labels.

---

Library Marketing, Outreach, & Readers’ Advisory

 

Building Adaptable Marketing Plans (Webinar) — use for a step-by-step library marketing plan post.

Evaluating Web Accessibility — W3C WAI
Use for posts that walk through basic audits/checks librarians can do before publishing.

Inspiring Library Growth Through Outreach — great for a case-study post on awareness → engagement → membership.

Outreach Crash Course — convert into a “first 90 days of outreach” checklist article. 

Outreach Series: Mobile Services — anchor a post on bookmobile/mobile service design and KPIs.

Telling an Advocacy Story to the Statistically-Minded (EveryLibrary) — perfect for a data-forward advocacy narrative post.

Practical Advocacy for Busy Librarians — quick wins you can frame as a “5-minute daily advocacy habit” post. 

Readers’ Advisory Basics (How-To RA) — use to write an RA fundamentals guide (appeal factors, convo tips). 

Advanced RA: Unleashing the Power of NoveList Plus — make a tool-focused post on workflows for RA at the desk.

Readers’ Advisory: Building Beyond the Basics — ideal for a “level-up your RA” post (programming, displays, scripts).

Accessibility & Universal Design in Libraries

Introduction to Web Accessibility and W3C Standards — W3C WAI
Great explainer to gtheround readers in core concepts you’ll reference all series long. 

Evaluating Web Accessibility — W3C WAI
Use for posts that walk through basic audits/checks librarians can do before publishing

ADA Title II: Web & Mobile Accessibility (DOJ/ADA.gov webinar)
Perfect for compliance-oriented posts (who’s covered, timelines, practical steps).

Introduction | ADA Title II Web Compliance: Action Steps (ADA.gov series)
Great for a step-by-step “library action plan” post to pair with policy templates.

 ACRL Presents: Quickly Implementing Accessibility Tools

Library-specific quick wins you can turn into a “toolkit” article for staff. 

ACRL Presents: Voices from the Stacks (Library Workers with Disabilities)
Use for a perspective piece on lived experience + inclusive workplace practices.

Supporting Neurodiverse Library Patrons (and Staff!) — Webinar
Fuel a post on neuroinclusive programming, spaces, and staff supports.

Accessibility Regulations for Online Public Services — GOV.UK/GDS
Good for an “international lens” post comparing U.S. ADA to UK practice.

How to Test for Color Contrast | TPGi & WebAIM
Turn this into a screenshot-rich tutorial on contrast ratios and quick testing.

Creating and Editing Accessible EPUB
Great for a acquisitions/collections post on “born accessible” e-books

Unlocking My PLN Potential: A Journey Through Personality and Purpose

image source: https://tenor.com/

The Professional environment depends on Professional Learning Networks (PLNs) to function as its fundamental connections. The platform serves as our space to celebrate achievements, solve problems, and develop educational programs together. We need to establish our position within this natural system. I have always seen myself as a supportive colleague, but I have never really examined the core characteristics that influence my work. This assignment provided a fascinating and humbling opportunity to hold a mirror up to my professional self, and the results were more illuminating than I could have imagined. 

The Data Points: Discovering My Professional DNA

I took three personality assessments to get a clearer picture of the person I am within my PLN. The goal wasn't to receive a label, but to gain a vocabulary for my instincts and identify clear paths for growth.

• 16 Personalities: The Architect (INTJ-A)

  

  

  
  
  
  
  
  
   My result identified me as an "Architect" (INTJ-A)  a strategic thinker who loves a well-executed plan. This is me to a T. I thrive on deconstructing complex pedagogical challenges and designing innovative, efficient solutions. The "-A" (Assertive) aspect of my personality aligns with my nature, as I maintain confident thinking while remaining composed in stressful situations. I hold the central position in my PLN because I provide long-lasting, sustainable solutions rather than giving brief, immediate solutions. I have a natural ability to break things down into their individual parts for better comprehension and improvement. My deep intellectual focus enables me to excel, , a central position in my PLN because I provide long-lasting, sustainable solutions rather than offering brief, immediate ones but it leads me to overlook the human elements in the situation. 

• Leadership Style: Democratic/Participative Leader

  
  
  This result feels like the perfect partner to my Architect personality. The test describes this style as a leadership approach which involves team member involvement at all stages but keeps full control for leaders. The best results for my work as an Architect depend on collecting data from every available source, yet my team members provide the most essential information to me. The method establishes trust-based conditions that enable PLNs to reach their full potential. The assessment provided a significant warning, which stated that individuals who avoid disagreements or conflicts will face difficulties when people react to consultation processes. 

• Five-Factor Test (The Big Five). This result provided the most specific and nuanced insights. Here are my scores:

  • Openness to Experience: 95%

    
    
    

  • Conscientiousness: 83%

    
    
    

  • Extraversion: 55%

    
    
    

  • Agreeableness: 80%

    
    
    

  • Neuroticism: 36%

  

  
  
  

  This profile shows I am a highly imaginative (Openness 95%) and reliable (Conscientiousness 83%) professional. My high score in Agreeableness (80%) is what helps my logic-driven "Architect" nature work effectively in a team setting. My direct communication style stems from my INTJ "Thinking" preference, yet I always maintain a positive intention. The way I concentrate on the logical solution makes me overlook the person who will receive the idea, which could create an impression of being distant from others. 

From Insight to Impact: My Action Plan for Growth

The results demonstrate that I function as a strategic Architect who leads through democratic methods yet my natural tendency toward harmony causes me to avoid the necessary conflict which collaborative processes require for success. I need to develop my ability to lead through the process of creating and managing constructive disagreements for better leadership effectiveness. 

I aim to build my abilities for leading productive discussions during democratic leadership because my tendency toward harmony might otherwise block the team from achieving their best results. 

1. Establish "Rules of Engagement" for Team Discussions.

• The Action: I will establish a short list of discussion norms with my team before our upcoming major project launch. The list contains statements which promote constructive feedback through "Critique ideas, not people" and "Assume positive intent."We will post these at the top of our meeting agendas. 

• Timeline: To be completed before our next curriculum planning meeting in two weeks.

• Why This Matters: The format establishes a secure environment which helps students maintain order while participating in discussions. The process of defining conflict rules makes both me and the team less emotionally invested in discussions, which enables us to have more intense conversations. 

2. Actively Invite Dissenting Opinions.

• The Action: In every project meeting I lead for the next two months, I will make a point to specifically ask: "What are the potential weaknesses of this plan?" or "Who sees a different way forward?" I will then pause and wait, giving people time to formulate their thoughts.

• Timeline: To be implemented for the next two months, starting this week.

• Why This Matters: This moves me from passively allowing disagreement to actively seeking it. It signals to my team that their critical perspectives are not only welcome but essential, and it holds me accountable for creating space for them.

3. Conduct a "Decision Debrief" with a Trusted Colleague.

• The Action: I will arrange a meeting with a dependable colleague to get their assessment of my facilitation work following our sessions, where we make difficult choices. I'll ask specifically: "On a scale of 1-5, how well did I encourage and manage debate today? What is the one thing I could improve for the next attempt?"

• Timeline: I will do this after our subsequent two major decision-making meetings. 

• Why This Matters: The feedback loop gives me instant information about my current progress. The tool provides me with factual information about how others perceive my actions, which helps me improve my democratic leadership skills. 

Final Thoughts

The self-discovery process, which started with a school assignment, turned out to be much more significant than I had expected. The most powerful lesson was not in the individual labels of "Architect" or "Democratic Leader," but in understanding the complex interplay between them. My discovery of need for harmony has changed my way of interacting with colleagues at work. The key to being an effective member of a PLN requires more than just sharing resources, as it demands your authentic self with complete awareness of who you are. The action plan I have developed serves as a purposeful leadership development path that will help me become a leader who combines analytical skills with emotional intelligence to support project success and team member development.

image source: https://tenor.com/

Windows 11 Accessibility at Public Libraries: Quick Tools You Can Turn On

 Why accessibility matters (and why now)

Accessibility is a fundamental aspect of service design, extending beyond special education requirements. The public library provides services to individuals with low vision and hearing differences, motor or cognitive disabilities, language barriers, and temporary injuries, as well as to anyone who requires accessible text and captioned content and a straightforward design. The process of designing for accessibility creates a smoother experience for all users. It’s also timely. The Title II ADA rules now require that public sector digital content, including that of libraries, be fully accessible. The current users will benefit from the correct setup of workflows, public PCs, and program materials, while HPL will become ready for future compliance.

(all graphics created by Canva AI image generation)

UDL in plain language

Universal Design for Learning (UDL) comprises three core principles. 

• Multiple ways to get information (text, audio, visuals, captions). 
• Multiple ways to do/express (typing, dictation, keyboard-only, mouse, touch). 
• The system offers multiple ways to engage users through choice and relevance, thereby reducing cognitive load. 

The implementation of UDL in library programs and public computers enables patrons to access services without needing to request specific accommodations. 

My current strength & growth 

I already provide information in multiple formats (e.g., print handouts + QR codes to captioned videos, slides with readable fonts and strong contrast).

The system requires a standardized, accessible interface for public computers that provides users with an easy method to activate fundamental accessibility features.

How this supports UDL (evidence in the artifact)

The system provides different ways to access information through its features,, which include captions, large text and color filters and screen reader support. 

The system allows users to interact through typing or dictation or keyboard navigation. 

The implementation of personalization features, including contrast and size adjustments and voice control, enables patrons to stay engaged because these features minimize their feelings of frustration and physical exhaustion. 

What I’ll implement at Public Library

• Standard PC setup: Pin Live Captions, Magnifier, and Text Size to Quick Settings on all public profiles. 

• The Quick Card at desks functions as a small laminated guide that contains the shortcuts listed above.

• The staff will participate in a short training session (10 minutes) to learn about each feature so they can show it to customers while helping them pick the right tools. 

• Accessible program materials:

• Real text (not text baked into images)

• The document contains clear headings and uses a larger base font size. 

• High contrast palettes

• Alt text on images; captions on videos

• Feedback loop: Add a tiny QR survey to flyers: “Was this accessible for you?”This document exists to support ongoing improvement work through its content. 

Closing reflection

Accessibility will become second nature to you when you practice it regularly. The integration of these elements into our PC images and handout templates and program planning checklists will enable us to serve more people better without any last-minute rush. The first part of my plan requires testing the standardized PC accessibility layout on one bank of computers to gather patron feedback before implementing it throughout all buildings. 

How Public Libraries Can Connect with Gen Z and Gen Alpha

How Hammond Public Library Can Connect with Gen Z and Gen Alpha

The younger generations of Gen Z and Gen Alpha need new approaches to connect with libraries, which serve as outstanding community resources. Young people today belong to a digital generation that connects worldwide through visual communication. At Hammond Public Library, we’re embracing new ways to meet them where they are, both online and in person. 

graphic made with kittl AI

Who Are Gen Z and Gen Alpha?

• Gen Z and Gen Alpha stand as the most technologically advanced generations in human history because they were born between 1996 and 2015 and 2010 and 2024 respectively. The way they learn involves visual methods at high speed through social interactions. Users now anticipate interfaces that provide instant understanding and personalization along with multimedia content. ,

• Gen Z employs technology for purposes beyond convenience because they use TikTok, Instagram, and YouTube to acquire knowledge and establish relationships with others. 

• The members of Gen Alpha have experienced life without iPads and smartphones, and voice assistants since their birth. Children today not only watch content, but they also produce their own content through photography, video creation, and artistic work from a young age. 

How Do These Generations Like to Learn?

• Visual & Hands-On:  Gen Z and Alpha students learn best through short videos and interactive content instead of traditional lectures and long reading materials, according to their preference for visual and hands-on learning. The more visual and experimental, the better. 

• Social & Global: Social media is the classroom. Their worldview is influenced by current trends as well as pop culture elements such as K-pop and anime, and their exposure to international viewpoints. Learning is a team sport. 

• Independent & Creative:  Young people today seek independent learning opportunities through DIY tutorials and resume-writing as well as other self-directed activities. 

How Libraries Can Help: Practical Tips

• Maker & Media Workshops: The workshops should include hands-on activities that involve 3D printing and coding, podcasting and filmmaking. Youth learn through hands-on activities, which take place in small peer-led groups during these workshops. 

• Collaborative Events:  The organization should create collaborative events that include book clubs, game nights, and hackathons. The most effective learning approach for Gen Z and Alpha students involves working together in teams while receiving guidance from their peers. 

• Educational Gaming:  The program combines educational gaming with QR code scavenger hunts and educational applications that teach students through play-based learning. 

• Short, Fast-Paced Content:  The content requires short sessions with live demonstrations and rapid scientific information delivery because people have limited attention spans. 

• Content Creation Opportunities:  The digital media labs at the library provide children with opportunities to create content through activities such as recording book trailers and podcasting, and developing basic games. 

Upgrade with Tech That Works for Them

• Mobile-First Services:  The library website, together with its catalog system, should operate correctly on mobile devices and tablet platforms. The system requires a specialized application to generate personalized book recommendations and digital reward systems for its customers. 

• Digital Installations:  The library needs to create AR/VR kiosks and interactive screens, which will enable users to see book characters become real living beings as they move through the library. 

• Social Media Engagement:   The platform utilizes TikTok, Instagram, and Snapchat to promote events and share short videos about book suggestions and social media safety lessons. 

Keep the Library Experience Hybrid & Personalized

• Hybrid Events: Mix virtual author talks or workshops with in-person Q&As and activities.

• Online Communities: Launch a library Discord or Facebook group for teens—to chat about books, organize gaming meet-ups, or get homework help.

• Youth Voice: Let kids vote for event topics or design their spaces. Customization goes a long way!

• Micro-Learning: Offer quick how-to videos, social posts, and infographics for library skills and news.

The Bottom Line

The library needs to evolve into a digital innovation hub by studying how Gen Z and Alpha users interact with technology and social media, and visual content. The library has established itself as a welcoming space for students who want to learn through interactive activities, collaborative learning, and engaging educational activities. 

References

GenHQ. (2017). Gen Z: Stats and facts. Retrieved from https://genhq.com/gen-z-2017/

McCrindle Research. (2023). Generation Z infographic. Retrieved from https://mccrindle.com.au/insights/blog/gen-z-infographic-2023/

McCrindle Research. (2023). Generation Alpha infographic. Retrieved from https://mccrindle.com.au/insights/blog/gen-alpha-infographic-2023/