User‐Informed Design of a Sensory Map at an Academic Library

CAPAL June 22, 2026

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Adair Harper, Instruction Librarian and Librarian for Interactive Arts & Technology and Publishing adairh@sfu.ca

Shiyi Xie, Liaison Librarian for Applied Sciences shiyi_xie@sfu.ca

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Agenda

• Introduction: literature review, research questions, project timeline
• Methods:  survey design, map development
• Results
• Conclusion & Recommendations

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Introduction

• According to Simon Fraser University �SFU's 2024 Demographic & Diversity Survey (14% response rate), 48% of student respondents reported a “long-term condition/disability”; among this group, 40% reported a “neurodevelopmental and intellectual condition.” (Simon Fraser University, n.d.)

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• Sensory processing sensitivity highly common across neurodivergent populations (Frost-Karlsson et al., 2024; Jurek et al., 2025).  

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• Developed the idea for a sensory map through discussions with UBC librarians and proposed its inclusion in Fraser Library’s 2024–2025 Divisional Goals.

Sensory Maps

What is a sensory map?

A sensory map identifies the level and types of sensory stimulation users can expect to find in a physical space.

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Who do they benefit?

By providing information about the built and sensory environment, these maps can benefit all library users. Individuals who experience sensory sensitivities including some people who identify as neurodiverse may find this information particularly impactful.

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Study Objective

The study aims to create a more welcoming and inclusive Fraser Library for users with diverse sensory needs through a collaboratively developed sensory map.

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Research Questions

• How might user perspectives inform the development of a sensory map of an academic library?

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• What changes related to the library sensory environment and accessibility would library users like to see?

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PTTime

Literature review, planning & staff observations

Research instruments and ethics; map drafting

Survey data collection

Data analysis

Map revisions, 

manuscript preparation

Timeline

Map publicly available, internal recommendations 

Data analysis

Survey data collection

Research instruments and ethics; map drafting

Literature review, planning & staff observations

Selected Literature 

Two Key Reports on Neurodivergence in Canadian Higher Education with data collected from:

• 400 survey responses from Canadian neurodivergent students and recent graduates
• 78 in-depth interviews with students, graduates, accessibility staff, and leaders

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(Fane, 2024, 2025)

Selected Literature 

Accessibility progress with remaining sensory gaps

Accessibility efforts in higher education have focused mainly on physical access, with less attention to sensory conditions and their impact on students with sensory processing differences (Nolan et al., 2023).�

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Selected Literature

Libraries as sensory learning spaces

Academic libraries act as a distinct, often less overstimulating environment, making them especially valuable for neurodiverse students (Seelmayer, 2024).

�Learning is shaped by intersensory experience and bodily positioning, with sensory conditions influencing thinking and learning processes (Cox, 2019).

�Autistic library users discussed tensions between libraries as quiet spaces and collaborative environments, and between silence expectations and the need to stim or make noise (Anderson, 2018).

Selected Literature 

Sensory barriers and design considerations in libraries

Lighting conditions and noise/acoustic levels are consistently identified as major barriers affecting users; addressing these through sensory-informed design is central to improving accessibility and inclusion in library spaces (Anderson, 2018; Francis, 2025; Lawrence, 2013; Nolan et al., 2023; Shea & Derry, 2019).

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Methods Overview

Sensory Map Examples

Kate McLean, Smells of Auld Reekie on a very breezy day in 2011, Participatory Edinburgh Smell Map, 2011

Anna Ruth, Sensory Maps of the City of Vancouver, January 2009 - March 2010

Sensory Map Examples

British Museum, Sensory Map

North Carolina State University Libraries, Sensory map - Hill Library - Natural and warm lighting

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Sensory Map Making at Fraser Library

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• Staff observations
• Library walk-through and note-taking
• Policy review
• Conversations with facilities

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Map Design

What elements to include on the map?

We considered what information was:

• Measurable
• Impactful
• Evergreen and accurately representable in a static map 

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Accessible design practices

• Avoiding information overwhelm
• Colour choice: accessibility in contrast, nothing communicated exclusively by colour

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User Survey

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• 8 questions, online or physical survey
• Anyone who uses or who would like to use the library can participate (community feedback welcome)

Results

Respondents

• 27 valid responses
• Diverse range of visit frequency and duration
• 10 (37%) respondents identified as neurodivergent, sensory-sensitive or both

Results

• 60.8% of respondents found the map accurate
• 77.8% of respondents agreed that the map helped them better understand the library; higher (90%) amongst neurodiverse, sensory sensitive or both respondents
• 29.6% of respondents experienced or perceived a barrier (primarily lighting and noise)

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Results

“[The map] gives me valuable information on how i should act (quiet spaces, discussion spaces, and where i can/cant have food)”

“This is helpful in general because there are often misunderstandings about which areas are silent or collaborative. For example, some people think that the room beside the computer stations is a silent study spot, and some people think the collaboration commons is a somewhat quiet space.”

Conclusions & Recommendations

• Results echo tensions between different conceptions of appropriate sensory space use
• Incorporation of feedback into final map and future accessibility priorities
• Sensory maps represent a relatively low barrier method for enhancing understanding of academic library spaces
• Communicate fixed physical elements AND provide clear guidance on policies that affect sensory elements

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Fraser Library Sensory Map

References

• Anderson, A. (2018). Autism and the academic library: A study of online communication. College & Research Libraries, 79(5), 645–658. https://doi.org/10.5860/crl.79.5.645
• Cox, A. M. (2019). Learning bodies: Sensory experience in the information commons. Library & Information Science Research, 41(1), 58–66. https://doi.org/10.1016/j.lisr.2019.02.002
• Fane, J. (2024). Making the invisible visible: Neurodivergent students’ experiences in Canadian higher education. Ottawa: The Conference Board of Canada. https://campusmentalhealth.ca/wp-content/uploads/2024/11/Making-invisible-visible_nov2024.pdf
• Fane, J. (2025). Creating inclusive campuses: Neuroinclusive policies and practices in post-secondary education. Ottawa: The Conference Board of Canada. https://fsc-ccf.ca/wp-content/uploads/2025/02/Report_-creating-inclusive-campuses_feb2025.pdf
• Francis, M. (2025). Addressing physical space needs of neurodivergent students. Association of College & Research Libraries 2025. https://www.ala.org/acrl/conferences/acrl2025/papers
• Frost-Karlsson, M., Capusan, A. J., Olausson, H., & Boehme, R. (2024). Altered somatosensory processing in adult attention deficit hyperactivity disorder. BMC Psychiatry, 24, 558. https://doi.org/10.1186/s12888-024-06002-9
• Jurek, L., Duchier, A., Gauld, C., Hénault, L., Giroudon, C., Fourneret, P., Cortese, S., & Nourredine, M. (2025). Sensory processing in individuals with attention-deficit/hyperactivity disorder compared with control populations: A systematic review and meta-analysis. Journal of the American Academy of Child and Adolescent Psychiatry, 64(10), 1132–1147. https://doi.org/10.1016/j.jaac.2025.02.019
• Lawrence, E. (2013). Loud hands in the library: Neurodiversity in LIS theory & practice. Progressive Librarian, (41), 98–109.
• Nolan, C., Doyle, J. K., Lewis, K., & Treanor, D. (2023). Disabled Students’ perception of the sensory aspects of the learning and social environments within one higher education institution. British Journal of Occupational Therapy, 86(5), 367–375. https://doi.org/10.1177/03080226221126895
• Seelmeyer, L. (2024). Disability and neurodiversity in the academic library: Fostering new and continuing engagement. Public Services Quarterly, 20(3), 217–224. https://doi.org/10.1080/15228959.2024.2367530
• Shea, G., & Derry, S. (2019). Academic libraries and autism spectrum disorder: What do we know? Journal of Academic Librarianship, 45(4), 326–331. https://doi.org/10.1016/j.acalib.2019.04.007
• Simon Fraser University. (n.d.). Demographic and diversity data survey dashboard—Students: Demographics details. https://www.sfu.ca/edi/programs/demographic-data/survey-dashboard/students/demographics-details.html

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Thank you

Adair Harper, Instruction Librarian and Librarian for Interactive Arts & Technology and Publishing adairh@sfu.ca

Shiyi Xie, Liaison Librarian for Applied Sciences shiyi_xie@sfu.ca

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