Sensory Elements

This section focuses on how our sensory experience of an environment can affect cognitive ability, creativity, and focus. The resources on this page can provide information on best practices, guidelines, examples, and current research on sensory elements in the library.

Keywords: accessibility, auditory, belonging, community members, literature review, mental health, neurodiversity, physical spaces, smell, student affinity groups, student support services, trauma-informed, universal design, visual

Checklists & Guidelines

Autism Education Trust. Sensory audit for schools and classrooms (PDF).

Autism-Ready Libraries, Information School, University of Washington. (2023) Environmental audit checklist (PDF).

Mind Over Manner. (2019) Sensory audit guidelines: Creating sensory accessible spaces (PDF).

Pierce, M. (2019). Designing spaces that support health for the whole person: a sensory processing perspective of healthcare design in community-based settings [Master’s project, University of Oregon].

Readings & Videos

Bahrampour, N. (2022). Neurodiverse navigation and disability equity in a NYC DoE Early College Library. Urban Library Journal : ULJ., 28(2), 1–8.

Keywords: neurodiversity, accessibility, student affinity groups

Abstract: The Bard High School Early College Queens (BHSEC Q) serves high school students who are simultaneously earning college associates degrees. The library works in partnership with a student affinity group called the Abled-Disabled Alliance (ADA). During the 2021-22 school year, the ADA has recommended a library renovation and a disability studies course, among other initiatives. The librarian taught “Disability and Equity in the Library,” to 13 students, many of whom identified as neurodiverse or disabled, and invited them to reflect on their learning needs. The course culminated in research-based proposals to redesign library space and services. This work complements one of our student ADA leaders’ citywide advocacy efforts in special education.

Black, M. H., McGarry, S., Churchill, L., D’Arcy, E., Dalgleish, J., Nash, I., Jones, A., Tse, T. Y., Gibson, J., Bölte, S., & Girdler, S. (2022). Considerations of the built environment for autistic individuals: A review of the literature. Autism: The International Journal of Research & Practice, 26(8), 1904–1915. DOI: 10.1177/13623613221102753

Keywords: neurodiversity, physical spaces

Abstract: Until recently, built environments have been designed exclusively to meet the needs of neurotypical populations; however, there is increasing recognition of the need to make built environments more accommodating for neurodiverse populations, including autistic individuals. This scoping review aims to comprehensively explore and synthesise this literature on the internal built environment for autistic individuals providing recommendations for designers, policymakers and clinicians. Five electronic databases were searched, resulting in a total of 28 studies being reviewed. Recommendations are provided for design and construction, lighting, sound, aesthetics, temperature and air quality. While in its early stages, evidence demonstrating the impact that particular qualities of light, colour, sound and spatial planning have on the human sensorium is emerging. In turn, this new knowledge is informing design decisions that are progressing interior environments towards inclusivity. Understanding the positive and negative impacts of decisions made in the design of the built environment has the potential to facilitate the participation and inclusion of autistic individuals.

Bossaller, J., Oprean, D., Urban, A., & Riedel, N. (2020). A happy ambience: Incorporating ba and flow in library design. The Journal of Academic Librarianship, 46(6), 102228-. DOI: 10.1016/j.acalib.2020.102228

Keywords: visual, auditory, smell

Abstract: Much of library design is practical, out of necessity. Librarians contend with myriad changes in how space is utilized due to technologies and expectations of its users. In ‘the age of distraction,’ the library might still offer a sole space of respite for many users. This paper describes studies from architecture and interior design that may help to increase library users’ concentration and scholarship. A room’s color, size and shape, acoustics, scent, and presence of nature all influence how people feel and act within a space. Evidence regarding the experience of space, including design for well-being, color and performance, and sounds and distraction, can be used to improve libraries by incorporating aspects of design that promotes well-being.

Comment: How color, lighting and other aesthetic factors affect users’ mood and cognition

Boubekri, M. (2016). Daylighting. In Lushington, N., Rudorf, W., Wong, L., & Blake, N. (2018). Libraries: A design manual (90-95). Birkhäuser. DOI: 10.1515/9783038216308

Keywords: accessibility, visual

Excerpt: Modern libraries are places for learning as well as entertainment. Libraries demand sophisticated lighting systems that are of high visual comfort and flexible enough to respond to the numerous visual tasks taking place in libraries. The daylighting of libraries has some unique physiological requirements that differ from many other building types. The requirements relate to the quantitative and the qualitative aspects of visual performance defined by illuminance levels, distribution of light, glare and visual comfort.

Comment: Discusses illuminance, sidelighting, light controls. Illustrated with library photos and diagrams.

Braumberger, E. (2021). Library services for autistic students in academic libraries: A literature review. Pathfinder: A Canadian Journal for Information Science Students and Early Career Professionals, 2(2), 86-99. DOI: 10.29173/pathfinder39

Keywords: neurodiversity, accessibility, literature review

Abstract: Autistic adults and teens are entering universities and colleges at increasing rates, yet many barriers still exist to impede student success. This literature review seeks to identify these barriers, clarify what we know about how autistic students use and perceive the library, and consider what libraries in postsecondary institutions can do to cultivate supportive environments for autistic students. A common theme in the literature is recognition of a dearth of research on this topic, and thus this literature review aims to identify avenues where further research is necessary to understand the challenges autistic students face in library environments and postsecondary education. Current literature indicates that staff training, relationships with community resources, attention to sensory issues, thoughtful design of physical spaces, adaptations to pedagogical techniques, advocation for awareness in the campus community, and calls for further research are all necessary aspects of delivering quality library services to autistic postsecondary students. A successful path forward must prioritize representation, inclusion, and consultation with autistic people.

Comment: Brings together the literature on staff training, community resources, sensory experiences, and physical environments

Bright, K., & Cook, G. (2010). The colour, light, and contrast manual: Designing and managing inclusive built environments. Wiley-Blackwell. (WorldCat)

Keywords: accessibility, universal design, visual

Abstract: Endorsed by the Society of Light and Lighting, this practical book offers comprehensive guidance on how colour, light and contrast can be incorporated within buildings to enhance their usability. The book provides state-of-the-art, clear guidance as well as a valuable information source for busy professionals involved in the design or management of new and existing environments.

Comment: A comprehensive treatment of how to incorporate color, light, and contrast cues to enhance usability for everyone, and how to avoid practices that create barriers. Includes detailed recommendations for illuminance, light reflectivity, and more. Includes recommendations for floor finishes and patterns, doorways, and other architectural elements.

Cater, K. (2022). I can’t concentrate! Creating learning environments that support highly sensitive learners to thrive. Whitireia Journal of Nursing, Health & Social Services, 29, 33–46. DOI: 10.34074/whit.2910

Keywords: accessibility, neurodiversity, visual, auditory, smell

Abstract: Approximately 30% of the population has a highly vigilant nervous system that responds and reacts to positive and negative environmental stimuli in a heightened manner. The personality/temperament trait associated with this environmental sensitivity is Sensory Processing Sensitivity (SPS), which is measured by the Highly Sensitive Person Scale (HSPS) (Aron & Aron, 1997). The hallmarks of SPS are deep cognitive processing, emotional reactivity, heightened awareness of environmental subtleties, and a propensity to feel overwhelmed if over-stimulated. This qualitative study investigated the lived experience of 13 highly sensitive (as measured by the HSPS) postsecondary learners. Results found that there were a number of benefits associated with high levels of sensitivity for postsecondary learners. It also found that the participants were negatively impacted by aspects of the physical learning environments, including light, visual and noise distraction, and the presence of indoor environmental pollutants, including scented cleaning and personal products. Recommendations for supporting highly sensitive students to thrive in physical learning environments include providing widespread education regarding the trait, institutional consideration of illumination levels, reduction of visual and noise distraction, and considering on-campus scent-free policies. Further support could include providing low-sensory spaces and establishing support groups for highly sensitive learners.

Cox, A. M. (2019). Learning bodies: Sensory experience in the information commons. Library & Information Science Research, 41(1), 58–66. DOI: 10.1016/j.lisr.2019.02.002

Keywords: accessibility, belonging

Abstract: Despite the digital shift, university libraries have grown in importance as places where students come to learn. Interest in designing better spaces has led to a flowering of user experience studies. Such research into how students use library space could usefully be informed by the theory of embodied cognition, which emphasises the role of the body in thinking and learning. This study explores students’ embodied experience of an information commons building. Data were gathered from participatory walking interviews, where students were asked to give the interviewer a guided tour of the building. Findings revealed the way that particular combinations of sensory experience contributed to particular forms of learning. Very small movements or choices seem to reconfigure space significantly. This research also draws attention to the way that different learning atmospheres are actively constructed. The findings contribute a new perspective on inquiry into the use of library space. The potential implication for libraries is the need for more fine grained analysis of use experience from a sensory perspective and for teachers and learners to more explicitly reflect on the role of the body in learning.

Diller, K. R., & Wallin, S. B. (2023). Place attachment, libraries, and student preferences. Portal: Libraries & the Academy, 23(4), 683–715. DOI: 10.1353/pla.2023.a908698

Keywords: visual, auditory, belonging

Abstract: This study examines student use of and reaction to study spaces in academic libraries through the lenses of place attachment, including appropriation, affordance, and attention restoration theories. Experimenting with new methods of research (four of six methods were new), researchers identified the walking interview as the best for examining their research questions. They found that students identify the library as a study space, and they rely on the library and those within it to reinforce the discipline of study. Findings include more detailed insight into the “study ethos,” noise or distraction levels, decor, and other aspects of study spaces.

Lee, J. H., & Lee, S. (2023). Relationships between physical environments and creativity: A scoping review. Thinking Skills and Creativity, 48, 101276. DOI: 10.1016/j.tsc.2023.101276

Keywords: visual, auditory, smell, belonging

Abstract: Does the environment influence creativity? Several studies have reported that the physical environment can significantly impact creativity and innovation. While recognizing the multifaceted characteristics and processes associated with creativity, this study identifies investigations in the literature that stress the positive effect of physical environment on individual and/or organizational creativity. This scoping review systematically investigates 33 relevant articles–searching for trends and front, research characteristics, and relationships between adult creativity and the physical environment. Creativity is conceptualized from three perspectives: creative thinking abilities, the potential for creative work performance, and how culture/climates stimulate creativity. Significant physical environments are categorized according to 15 physical attributes (i.e., light, furniture, visual stimulation, indoor plants, window, privacy, proximity, air quality, sounds, odors, volume, technical support, spatial variety, sense of control, and personal or cultural reflection), and seven spatial types (i.e., open spaces, social spaces, exploration zones, recharging spaces, mixed-use spaces, balanced layouts, and production labs) that support creativity. The creative press literature demonstrates that visual stimulation and social space constitute creative output’s most significant physical aspects. The study discusses the identified relationships among specific creativity concepts and physical environmental elements and presents an agenda for future research.

MacLennan, K., Woolley, C., Andsensory, E., Heasman, B., Starns, J., George, B., & Manning, C. (2023). “It Is a big spider web of things”: Sensory experiences of autistic adults in public spaces. Autism in Adulthood, 5(4), 411–422. DOI: 10.1089/aut.2022.0024

Keywords: accessibility, neurodiversity

Abstract: Background: Sensory processing differences are commonly experienced by autistic individuals, and some sensory experiences can greatly impact the mental health and quality of life of individuals. Previous research suggests that adapting the sensory nature of environments may improve individual experiences and engagement with these spaces. However, knowledge about which public places are particularly disabling is limited, especially from the perspective of autistic individuals. Little is also known about what in the sensory environment makes them particularly disabling. Methods: In this participatory research study, we investigated the sensory experiences of autistic adults in public spaces. We used an online focus group method, recruiting 24 autistic adults across 7 focus groups. We applied content analysis, reflexive thematic analysis, and case study analysis. Results: The results of the content analysis showed that supermarkets, eateries (i.e., restaurants, cafés, pubs), highstreets and city/town centers, public transport, health care settings (i.e., doctor’s surgeries and hospitals), and retail shops and shopping centers are experienced to be commonly disabling sensory environments for autistic adults. However, outdoor spaces, retail shops, museums, concert venues/clubs, cinemas/theaters, and stadiums are identified to be commonly less disabling sensory environments. In addition, through reflexive thematic analysis we identified 6 key principles that underlie how disabling or enabling sensory environments are: Sensoryscape (sensory environment), Space, Predictability, Understanding, Adjustments, and Recovery. We represented these principles as a web to emphasize the interconnected, dimensional spectrum of the different themes. Lastly, we used case study analysis to evidence these principles in the commonly disabling sensory environments for richer detail and context and to provide credibility for the principles. Conclusions: Our findings have important implications for businesses, policy, and built environment designers to reduce the sensory impact of public places to make them more enabling for autistic people. By making public spaces more enabling, we may be able to improve quality of life for autistic individuals.

Mathiasen, N., & Frandsen, A. K. (2018). Lighting design as a universal design strategy to support functional visual environments. Studies in Health Technology and Informatics, 256, 752–759. DOI: 10.3233/978-1-61499-923-2-752

Keywords: universal design, visual

Abstract: The visual environment that surrounds us all makes us able to understand and interpret the world we live in. One of the most important players in that field is light. In general, it is useful for all of us to have aesthetic, appropriate and well-functioning lighting conditions. Research has shown that when it comes to visually impaired and hearing-impaired people it is of crucial importance in order to make their daily lives work and being self-reliant. Based on this research rules and regulation in a Danish context is studied to see how lighting design can support Universal Design in general and the specific users need in particular as described in the user organisations guidelines to accessibility. The regulations often focus on the quantitative aspects like light levels and the uniformity of the light. They certainly are important aspects however, they are not sufficient for users with specific needs. This point to the need for a broader approach to lighting design where the quantitative aspects meet the qualitative in order to fulfil a successful Universal Design of the visual environment. This paper present a general discussion on lighting design strategies and their impact on aesthetics and functionality of the visual environment based on classic theories on lighting design describe by Richard Kelly, William M. C. Lam and Hervé Descottes. These strategies are put in relation to the overall concept of the Universal Design principles and the guidelines outlined by The Danish Association of the Blind to support a visual stimulating environment.

Park, G., Nanda, U., Adams, L., Essary, J., & Hoelting, M. (2020). Creating and testing a sensory well–being hub for adolescents with developmental disabilities. Journal of Interior Design, 45(1), 13–32. DOI: 10.1111/joid.12164

Keywords: neurodiversity, belonging, accessibility, mental health

Abstract: While multisensory environments (or sensory rooms) are gaining traction in the learning environments, few studies have assessed the comparative effectiveness of specific elements and the link to individuals’ unique sensory needs. This study describes the creation and evaluation of a sensory well–being hub for diverse learners with developmental disabilities and distinct sensory profiles in a Chicago public high school. The sensory well–being hub is a simple and adaptable freestanding structure with various sensory affordances, supporting a wide range of atypical sensory processing in neurodiverse individuals. Data were collected during one academic year using surveys, focus groups, field observations, sensor data, log–in sheets, and student records. Results show that the hub was used for both scheduled (preventive) visits and unscheduled (spontaneously needed) ones. The most visited elements in the hub were a beanbag with weighted blanket, sensory cocoon with tensile fabric and a media wall, and a fidget wall with various components. The sensory affordances most often sought by users were compression, quietness, tactility, and proprioception. Students with autism spectrum disorders (ASD) differed from those without ASD in the ways they used sensory intervention even though the two groups were equivalent in sensory profiles (in thresholds for registration and active–to–passive response to stimuli). Based on the study findings, design suggestions were included to inform sensory hub design in other learning environments.

Rudorf, W. Lighting and illumination. In Lushington, N., Rudorf, W., Wong, L., & Blake, N. (2018). Libraries: A design manual (88-89). Birkhäuser. DOI: 10.1515/9783038216308

Keyword: visual

Excerpt: Visual comfort is intrinsically related to light, to light’s interaction with architectural space, the properties of materials employed in forming the spatial membrane, and the elements placed inside for human inhabitation. The complex physical properties of light and light distribution are to be balanced with the physiological sensation of light perception and interpretation, the psychological phenomena connecting light to ambience, and the functional aspects of providing the relevant level of illu-minance for tasks to be performed within the space. Architectural lighting design is further complicated by the interaction of artificial light sources with the dynamic illluminance parameters of daylight.1 The perception of objects in a space, and the ability to perform a visual task, diminishes with increased exposure to glare caused by unbalanced intensity of illluminance, a light source positioned in the field of vision and by reflection.

Comment: Gives recommended illumination levels for various library areas; discusses reflectance of work surfaces

Sevinc, K., & Kelechi, K. O. (2014). The effects of color on the moods of college students. Sage Open, 4(1), 2158244014525423. DOI: 10.1177/21582440145254

Keywords: mental health, visual

Abstract: This research aims to discover the psychological effects of colors on individuals, using the students’ union complex in a university campus. This building was chosen due to its richness in color variances. The research method is survey, and questionnaires were drawn up and distributed to an even range of students, comprising both international and local students; undergraduate and graduate. Questionnaires have been collected and analyzed to find out the effects different colors had on students’ moods in different spaces of the students’ union complex. This research would contribute to understand more about colors and how they affect our feelings and therefore to make better decisions and increase the use of spaces when choosing colors for different spaces to suit the purpose for which they are designed.

Comment: Researchers distributed 500 questionnaires to students regarding their response to various spaces and colors in a student union complex. They were questioned about whether they felt warm, or cold, excited or calm, how long they could stay in a favorite spot, where they most quickly grew bored, and so on.

Tolley, R. (2020). The trauma-informed library environment. In A trauma-informed approach to library services. American Library Association. (WorldCat)

Keywords: neurodiversity, trauma-informed, accessibility

Abstract: We are only now coming to terms with how common trauma really is; a landmark Kaiser study that surveyed patients receiving physicals found that almost two-thirds had experienced at least one form of abuse, neglect, or other trauma as a child. Though originating in the fields of health and social services, trauma-informed care is a framework that holds great promise for application to library work. Empathetic service, positive patron encounters, and a more trusting workplace are only a few of the benefits that this approach offers. In this important book Tolley, experienced in both academic and public libraries, brings these ideas into the library context.

Comment: Chapter four deals with “The trauma-informed library environment,” largely with sensory cues and environmental quality.

Vries, B. de. (2021). Autism and the right to a hypersensitivity-friendly workspace. Public Health Ethics, 14(3), 281–287. DOI: 10.1093/phe/phab021

Keywords: neurodiversity, accessibility, smell, auditory, visual

Abstract: Many individuals on the autism spectrum are hypersensitive to certain sensory stimuli. For this group, as well as for non-autistic individuals with sensory processing disorders, being exposed to e.g. fluorescent lights, perfume odours, and various sounds and noises can be real torment. In this article, I consider the normative implications of such offence for the design of office spaces, which is a topic that has not received any attention from philosophers. After identifying different ways in which the senses of hypersensitive workers might be protected within these spaces, I show that many of such accommodations can be made at reasonable cost, before arguing that doing so ought to be a legal requirement.

Walton, K., & McMullin, R. (2021). Welcoming autistic students to academic libraries through innovative space utilization. Pennsylvania Libraries: Research & Practice, 9(2), 83–100. DOI: 10.5195/palrap.2021.259

Keywords: neurodiversity, student support services

Abstract: “If the library can serve as a safe and welcoming place for these students, it will help contribute to their ultimate college success.” (Anderson, 2018). Certain characteristics of autism spectrum disorder can make it challenging for autistic college students to make use of academic libraries. High levels of sensory stimulation and the need to understand and comply with neurotypical social norms can make library spaces feel unwelcoming and difficult to use. West Chester University Libraries decided to develop a dedicated space for our growing cohort of autistic students to study. This article will discuss the reasons why autistic students may find academic libraries challenging as well as the considerations and process of developing a separate space for autistic students within a library.

Wang, M. (2019). The application of sensory design elements to academic library’s learning spaces [Master’s thesis, University of Central Oklahoma].

Keywords: universal design, accessibility

Abstract: Learning spaces in the academic library provide students with the opportunity to undertake individual or group learning activities, socialize with other students, and use library sources; therefore, these spaces must meet students’ needs and expectations for improved learning outcomes and better quality of academic life. Students require different types of learning spaces depending on their individual or group work; for instance, spaces for private/alone, public/alone, private/together, and public/together, learning commons, and reading areas (Andrews & Wright, 2015).

Comment: The author surveyed a sample of 146 university students about their experience of the library’s physical spaces and analyzed the results.

Xiao, J., & Aletta, F. (2016). A soundscape approach to exploring design strategies for acoustic comfort in modern public libraries: A case study of the Library of Birmingham. Noise mapping, 3(1), 264-273. DOI: 10.1515/noise-2016-0018

Keywords: auditory, community members

Abstract: Taking the soundscape approach to a study of the Library of Birmingham, this paper explored acoustic comfort in modern public libraries and measured the quality of the perceived sound environment, focusing on the appropriateness of the spatial organisation to facilitate users’ activities of reading and writing. The research involved four groups of participants taking soundwalks which provided data at four main floors in the Library, identifying types of sounds, measuring sound pressure levels and evaluating the overall quality and appropriate-ness of perceived sound environment. A human sound dominated sound environment was found in the studied case. The overall soundscape quality varied among different levels and different functional spaces. However, the results showed that the overall soundscape quality of each floor varied and was not necessarily determined by the overall appropriateness and sound pressure level. The participants in the study were found influenced by their soundscape cognitions of spaces through visual and acoustic perceptions, as well as by their purposes of using the space. From these results, the layout of spaces is suggested as a determining factor of acoustic comfort, and de-sign strategies were discussed to achieve acoustic comfort in modern public libraries.

Comment: Using the “soundwalk” method to explore the library aural environment, profiling the sources and levels of sound in each of several areas. Participants rated the overall quality and appropriateness of sound levels.

Yu, Y., Su, W., & Liu, G. (2024). Case study on the construction path of olfactory space in Jiangsu University Library. Digital Transformation and Society, 3(2), 164-178. DOI: 10.1108/DTS-03-2023-0017

Keyword: smell

Abstract: Purpose. This article explores the scientific construction of library olfactory space, based on the case of the olfactory space in the Jiangsu University library. It specifically focuses on understanding the interaction between the physical architectural space of the library and users’ olfactory perception and behavioral activities, with the ultimate goal of creating a deeply integrated olfactory experience in the Jiangsu University Library. Design/methodology/approach. In this article, an empirical research method was used to gather perceptions from 30 university student users regarding the library olfactory space and to understand their olfactory preferences and requirements for its construction. Through qualitative analysis of the interview texts, the study identified correlations between user perceptions and elements of the library olfactory space. Findings. The qualitative analysis of user interview texts and results from the library olfactory space design experiment contributed to the design proposal for the Jiangsu University Library olfactory space. The design proposal for the Jiangsu University Library olfactory space is provided and includes library architecture, activity context, functional services, olfactory experience design and technological applications. Research limitations/implications. This case study takes the environment, development strategy and user needs of the Jiangsu University Library as its unique research background and as such is not universal or generalizable to other libraries.

Comment: Librarians had students experience an experimental olfactory space, tracking eye movements and physiological reactions and interviewed them, in preparation for designing an olfactory space for the library, which uses digital scent players in combination with an open, airy space.

Examples from Other Libraries

Deakin University. Take a moment to yourself in our Reset Rooms – Article

Montana State University. Indulge Your Senses: Creating Sensory Spaces in Libraries (PPTX)

New York University. NYU Libraries opens low-sensory room for neurodiverse students and others who benefit from a calming environment.

Pennsylvania State University. Libraries piloting sensory rooms as supportive spaces for neurodiverse students.

Usability Techniques

Usability Techniques to Consider for Sensory Elements:

  • Interviews. Andy Priestner suggests that attitudinal approaches to UX such as surveys and interviews should be included along with behavioral or observational approaches to UX. In this brief write-up, he suggests simple ways to be effective in an interview, stating, “The interview is not about you, it’s about your subject, but you can only fulfill this aim if you let the user speak and become comfortable with your own silence.”
  • Love / Break-up letters. “The main reason these letters work so well is that they ask the writer to anthropomorphise library services, allowing them (and by extension, us) to access the sort of emotional responses about libraries that would otherwise only be reserved for people. Also, as with cognitive mapping, the creative nature of the task involves use of a different part of their brain.”
  • Soundwalk, recordings. “The soundwalk is an established method in soundscape studies for collecting perceptual data about the acoustic environment. Participants are normally guided through a pre-planned route and asked to give feedback on their immediate reactions to the surrounding acoustic environment.”
  • User-led library tours / Touchstone tours. “With a touchstone tour…, you are essentially flipping a traditional library tour on its head. Rather than you giving the tour, you ask the user to show you around instead.”
    • Priestner, A. (2019, April-May). Touchstone tours (PDF). Information Professional, 45.

Partner Groups

Partner Groups to Consider for Sensory Elements:

  • Disability Resources Office
  • Facilities
  • Disability-focused student groups