Managing Library Noise: Creating Spaces for Every Mind

Discover how sensory transition areas transform libraries from overwhelming to welcoming for all minds.

The modern library server is a multifaceted hub that accommodates a diverse range of users with varying needs and expectations (O’Donnell & Anderson, 2022).

As an AuDHD librarian, I understand that library noise isn't just about maintaining quiet; it's about creating an environment where different minds can thrive. Historically, libraries were quiet places. However, libraries are now hubs of their communities, and the traditional "shushing librarian" stereotype reflects an outdated one-size-fits-all approach that doesn't serve our diverse user community. We need a more nuanced approach to noise management.

Different Minds, Different Needs
Library users process sounds differently. Some need complete quiet to focus, while others require background noise to concentrate effectively (Gordon-Hickey & Lemley, 2012). Consider these varying needs:

• ADHD-H users often process information better with movement and ambient sound.
• Autistic individuals may experience heightened sensory sensitivity to noise. 
• ADHD-I users might need quiet spaces for processing information.
• AuDHD users may have competing needs. For example, I usually wear noise-canceling headphones with a playlist of my hyperfixation songs that I know so well that my brain hears it as background noise. Being able to control what noise I hear helps me process the information I am concentrating on.
• Those with anxiety can feel overwhelmed in unpredictable sound environments. 

Libraries are facing increasing demands for quiet study spaces, leading university libraries to designate specific areas for different study needs (Gordon-Hickey & Lemley, 2012) (Jeitner & Goodnight, 2024). 

The Challenge of Balance 
The Autism Friendly University Design Guide (AFU Design Guide) (Mostafa, 2021) emphasizes the importance of “spatial sequencing” (organizing spaces in a logical order based on typical use and sensory flow. This principle applies perfectly to noise management, suggesting we create a gradient of sound levels that allows users to choose their optimal environment. Libraries must move away from the idea of eliminating noise and embrace the concept of orchestrating and designing sound (Mattern, 2007). 

Practical Solutions for Sound Management
Understanding how different minds process sound differently requires thoughtful implementation of noise management strategies. The AFU Design Guide emphasizes creating “zones in logical sequence” with “multi-sensory experiential environments” that move from high-stimulation to low-stimulation areas. 

Creating Sound Zones 
Rather than trying to maintain one noise level throughout the library, consider implementing distinct zones.

• Active Learning Zones: For group work and collaborative learning
• Moderate Zones: For general study with minimal conversations
• Quiet Zones: For focused individual work
• Silent Zones: For deep concentration
• Transition Areas: Buffer spaces between different noise levels. 

Physical Design Solutions

• Sound dampening materials in high-traffic areas
• White noise machines in transition zones
• Strategic placement of service points away from quiet areas
• Soundproof study rooms for group work
• Clear pathways that minimize noise bleeding between zones

Clear Communication
As discussed in my previous posts about wayfinding and clear communications, signage is crucial. Instead of vague terms like “Information Desk” or “Reference Area,” use clear, direct language that sets expectations:

• “Group Study Area - Conversation Welcome”
• “Quiet Study Zone - Whispered Conversations Only”
• “Silent Study Area - No Conversations - Keep Headphones Volume Low”

Implementation Strategies
Success requires more than just designating spaces. Consider:

• Staff training on noise management
• Multiple ways for users to request help without speaking
• Regular assessment of noise levels and user feedback
• Flexible options for different needs (earplugs, noise-canceling headphones)

Floor Plan Analysis: Creating Sensory-Conscious Spaces
This floor plan effectively demonstrates a thoughtful approach to noise management and sensory transitions through several key zones.

Active Learning/Socializing Zone (Red Outlined Area)

• Largest space, positioned near the entrance
• Features a curved Checkout Desk for clear visibility and access
• Multiple group tables for collaborative work
• Comfortable seating arrangements, including a couch
• Designed for conversation and active engagement

Buffer Zones (Yellow Shaded Areas)

• Strategic placement between activity levels
• Incorporates white noise and sound absorption features
• Acts as “sensory airlocks” between different noise levels
• Helps users transition between different sensory environments
• Follows the AFU Design Guide’s principle of creating transition opportunities

Quiet Zone (Green Outlined Area)

• Individual desk arrangements
• Study carrels for focused work with personal lighting options
• Positioned away from high-traffic areas
• Clear sight lines for wayfinding

Silent Zone (Blue Outlined Area)

• Most secluded space
• Enclosed area for maximum sound control
• Individual seating with personal space
• Thoughtful lighting placement
• Maximum sound protection from other areas

While the floorplan is oversimplified for demonstration purposes, the layout follows a logical progression from high to low stimulation, allowing users to choose their optimal environment while maintaining clear pathways and escape routes. The buffer zones are critical as they help prevent sensory overload when moving between different activity levels. 

Implementing such zones allows the library to accommodate a wide range of user needs and preferences. When we create predictable environments with clear transitions, we're not just managing noise. We're building a foundation for equitable access.

References

Gordon-Hickey, S., & Lemley, T. (2012). Background noise acceptance and personality factors involved in library environment choices by college Students. The Journal of Academic Librarianship, 38(6), 365–369. https://doi.org/10.1016/j.acalib.2012.08.003

Jeitner, E. & Goodnight, C. W., (2024). Hearing yourself think: Ambient sound in library study spaces. Weave: Journal of Library User Experience, 7(2). https://doi.org/10.3998/weaveux.1356

Mattern, S. (2007). Resonant texts: Sounds of the American public library. Senses & Society, 2(3), 277–302. https://doi.org/10.2752/174589307X233521

Mostafa, M. (2021). The autism friendly university design guide. Autism Friendly DCU. 

ODonnell, P., & Anderson, L. (2022). The university library: Places for possibility. New Review of Academic Librarianship, 28(3), 232–255. https://doi.org/10.1080/13614533.2021.1906718