neurodiversity | The Journal of Creative Library Practice

Gretchen Dreimiller
Director of Library Resources
Beacon College

Introduction

I spent the fall 2025 semester leading my college’s study abroad program in Prato, Italy. I am director of the library, but I also hold a master’s degree in English and have several years of teaching experience in that subject as well as providing information literacy instruction. Eight years ago, while I was an English instructor, myself and my partner, an art professor, led the inaugural study abroad program at our college. Now in the role of librarian, I was unsure if my application to teach would be accepted. We have a small team in the library and are always busy teaching classes, holding workshops, meeting with students individually, and collaborating with others across campus to offer fun events for members of the college community. Some considered it a bit strange to have a librarian be one of the faculty representatives for our study abroad program. While I do have teaching responsibilities, there are many other tasks to juggle that would have to be covered by the assistant director. I would also be offering research-based classes in a program that typically emphasizes more fun electives connected with the travel abroad experience. Nevertheless, I was able to plan accordingly with the other librarians, and the administration did see the value in allowing me to be part of this program.

As the semester progressed, it occurred to me that college students would benefit greatly from having a librarian help them navigate the study abroad adventure and this is something I strongly advocate more colleges consider, especially with the incredible rise of generative AI in the academic environment. The information literacy skills librarians have been trained to promote makes it even more critical that those in the higher education environment are more comprehensively folded into the college experience, including being actively involved and even leading initiatives where formerly they took a more support service positioning. Librarians are uniquely qualified to lead study abroad programs, addressing information literacy lessons and extending learning beyond the classroom.

Continue reading Beyond Support: Librarians as Leaders in Study Abroad Programs →

Jacqueline L. Frank, Instruction & Accessibility Librarian, Montana State University Library
Jennifer Pawlak, Research & Instruction Librarian, Montana State University Library

Abstract

Offering sensory spaces in libraries is a unique, fun, and specific way to better meet the needs of neurodivergent users. These environments give users an opportunity to engage with various interactive and creative elements, textures, and/or visual stimuli in a controlled manner, helping them reduce stress. Sensory spaces basically give users a variety of options, allowing them to regulate their sensory input based on their individual needs and preferences.

By creating sensory spaces, libraries not only provide specialized support for neurodivergent patrons, they also benefit everyone by enhancing spaces and offering greater variety. In this article we share a case study from the Montana State University (MSU) Library, and discuss the development of our first sensory space, from proposing ideas with varying budget options, to executing the concept and gathering student feedback. Along the way, we share key insights, challenges, and success from creating a sensory space, and provide a Sensory Space Proposal Template so other libraries can do the same. We hope this article will convince you that sensory spaces are the absolute coolest, and that every library can offer them.

Continue reading Making Room for Everyone: A Practical Guide to Creating Sensory Spaces in Libraries →