Throughout the day you interact and use various signs and systems to help you travel or find things successfully. This is called wayfinding design. There are some these systems that have been perfected over the years. For example, the signage and systems for traffic have been adjusted and perfected overtime to make sure that drivers safely and successfully find their way to each location. However, not all systems are as successful. Every building and store has a set system of how to direct their customer and visitor through their visit into the store. There are many locations at Sacramento State that do not have helpful wayfinding systems. To reach a better understanding of this type of design and understanding of how people interact with design.

1. WAYFINDING
REDESIGN
HORNET BOOK STORE
DESIGNERS:
BARRY CRIDER
JAX PARTLOW
ERIC PRATT
JIMMY PATTEN

2. TABLE
OF
CONTENTS

3. Introduction
p. 3
p. 5
p. 7
p. 9
p. 10
p. 12
p. 14
p. 18
p. 20
p. 23
p. 25
p. 26
p. 28
p. 31
p. 32
p. 33
p. 34
p. 36
p. 37
p. 38
p. 40
p. 43
p. 44
p.46
p.48
p.50
3
1. Site Assessment
2. System Development
3. Implementation
Table of Contents
Introduction
1A. Environmental Knowledge
Topographical Knowledge
Imaginability
Findability Surveys
Circulation Patterns
Landmark Knowledge
1B. Sign Assessment
Types of Signs
Sign Locations
Sign Type
Pictograms Introduction
Pictogram Development
Final Pictograms
Typography
Color Palette
New Signage Development
Final Signage
Programming
Implemented Signs
Painted
Hanging/Mounted
Standing

4. INTRODUC-
TION

5. Throughout the day you interact and use vari-
ous signs and systems to help you travel or
find things successfully. This is called way-
finding design. There are some these systems
that have been perfected over the years. For
example, the signage and systems for traffic
have been adjusted and perfected overtime
to make sure that drivers safely and success-
fully find their way to each location.
However, not all systems are as successful.
Every building and store has a set system
of how to direct their customer and visitor
through their visit into the store. There are
many locations at Sacramento State that
do not have helpful wayfinding systems. To
reach a better understanding of this type of
design and understanding of how people in-
teract with design.
5

7. SITE
AS-
SESS-
MENT
1.
For this project we decided to redesign the
wayfinding system at Sacramento State’s
book store. The book store is an important
hub for the campus and every traffics around
3,000 visitors every school day. Whether it is
buying school supplies, picking up textbooks
or treating themselves the coveted “50 cent”
coffee. To uncover how the building works
and to break down the failures and success-
es of their already in place wayfinding system
first hand, we assessed the building’s envi-
ronment and navigability.
7

8. 1A.

9. 1A.ENVIR-
ONMENTAL
KNOWLEDGE
Understanding the building and systems
already present will help us gain perspective
on how to correct the system to help the cus-
tomer in their experience. In anaylzing the
building we looked at the various landmarks,
did a survey of the environment and some
procedures to see how the customer moved
through the store. All of these are very impor-
tant to help us create a concise system.
9

10. TOPOGRAPHICAL
KNOWLEDGE
To understand the building better we an-
alyzed and separated the merchandise into
different accesible places. Color coordinat-
ing to clearly see the different sections. We
noticed that there were 14 different sections
and saw that apparel and textbook took up
the most amount of space.
LEVEL 1
10

11. LEVEL 2
11

12. IMAGINABILITY
To survey the building we first looked at the
configurational or topological knowledge of
the environment. As part of the survey we
asked customers to draw how they imagined
the store. This helped to reveal what parts
of the store were most memorable and most
important to place signage in.
Imaginability Survey 1 -had clear knowledge of sections
-couldn’t specify merchandise or textbooks
12

13. Imaginability Survey 2
Imaginability Survey 3 -knew the merchandise of the store well
-didn’t know the upstairs
-knew the topographical locations of the
merchandise displays but didn’t know what
the sections were
13

14. FINDABILITY
SURVEYS
Findability Survey #1
Level 1 Instructions:
1. Locate a men’s sweatshirt
2. Locate a Sac State binder
3. Purchase a $0.50 coffee
4. Locate an iPad.
5. Check out at front counter.
-confused immediately
-noted looking at 4 different signs before
knowing where men’s apparel was
-after figuring out signage was able to locate
everything
to solve: put a directional in the front of the
store signaling where everything is
Another part of the survey included some
findability excercises, in which we would ask
a random person to collect various items in
the store as we observed how they got from
A to B, as well as the difficul- ties or suc-
cesses they had.
14

15. Findability Survery #2
Level 2 Instructions:
1. Locate Computer Science textbooks
2. Locate calculus text book
3. Book rental line entry
4. Purchase textbooks
-confused about set up of textbook
-didn’t understand the alphabetical order
-after locating the first book found it difficult
to find the other’s shortened name
-check out was simple
to solve: create a new method of organizing
the books, not using the shortened version of
the major name or alphabetical order
15

16. FINABILITY
SURVEYS
Level 1 Instructions:
1. Get a woman’s tank
2. Get a backpack
3. Check out Alumni gear
4. Get a men’s hat
5. Purchase goods at the cafe, with a .50
cent coffee.
-knew the book store well so was able to go to
each section
-had difficultly within the section
to solve: make clearer sub-section signage
16

17. Finability Survey #4
Level 2 Instructions
1. Get a binder
2. Get an Anthropology textbook 3. Get a
Criminal Justic textbook 4. Get a calculus
textbook
-didn’t realize immediately that it was alpha-
betical
-found difficulty reading the signage be-
cause of the colors
to solve: fix signage colors, create a new
method of organizing not using alphabetical
system
17

18. CIRCULATION
PATTERNS
For the ciruclation patterns, we sat in the
book store and saw the patterns in which
people walked around the store. The pat-
terns were very clear and easy to see, the
movement of the people was obvious and in
rows that correlated with the merchandise
layout of the store. The errors on the first floor
we noticed was that there was no directional
features signifying what was in the store and
how to get there. This greatly affects the cir-
cula- tion patterns because people wander
aimlessly through the store.
18

19. For level 2, the errors we noticed that was
that there was no signage up stairs or signifi-
cation of what was upstairs.
19

20. We looked at the store and it’s varying land-
marks. For floor 1, we recognized that the
landmarks include the Apple Store, customer
service, school supplies and cafe. Floor 2 is
more clearly laid out, having only two land-
marks: the text book sections, and the check
out counter.
School
Supplies
Café
Apple Store
Customer
Service
Landmark
LANDMARK
KNOWLEDGE
20

21. Textbook Check Out
Textbooks
21

22. 1B.

23. 1B.SIGN
ASSESSMENT
We collected an inventory of all the signs
that are already in the store. Within way-
finding systems there different types of
informational signage. Identification signs,
are visual markers that display the name or
function of the space. Directional signage,
present cues on where the customer needs
to move. Informational signage offers the
customer an overiview of their surround-
ings, for example a directory. And lastly,
regulatory or restrictive signs, showing the
do’s and don’t of the place.
23

25. TYPES OF SIGNS
There are different types of signs that allow
the customer to know where things are,
if they can access certain areas, general
knowledge etc. For the following exercises
we identified all the different types of signage
already established in the bookstore.
IDENTIFICATION:
Visual markers that display the name and
function of a place of space, whether it is a
room, an individual building, or a campus
gateway. They appear at the beginning and
end of routes, and indicate entraces and
exits to secondary destinations.
INFORMATION SIGNS:
Offer visitors an overview of their surround-
ings in the form of comprehensive site maps
and directories. They are usually large, free-
standing units readily visible to many people
simultaneously, or wall mounted.
DIRECTIONAL SIGNS:
Provide the necessary cues that users need
to keep on the move. This type of sign routes
direct visitors between key decision points,
desinations, and exit points by displaying
type, pictograms, and arrows.
RESTRICTIVE SIGNS:
Describes the dos and don’ts of a place.
25

26. SIGN LOCATIONS
LEVEL 1
IDENTIFICATION
DIRECTIONAL
INFORMATIONAL
RESTRICTIVE
LEVEL 1
26

27. IDENTIFICATION
DIRECTIONAL
INFORMATIONAL
RESTRICTIVE
LEVEL 2
27

28. SIGN TYPES
LEVEL 2
There are many different types of signs
throughout the bookstore. For the types we
saw the most of and needed improvement we
didn’t an analysis to better understand what
we would need to accomplish in the develop-
ment of the new system.
The hanging signage throughout the store
is themost obvious and supposed to be the
most helpful. How- ever, accented by the
dark store, the dark gold and black are of
similar value creating difficulty in legibility.
The mounted signs are secondary to the
hanging, reading in- formation about the
particular objects on the shelf or within the
section. These had the same prob- lems as
the hanging in that the text was not legible
from a distance.
28

29. The standing signage through- out gives
general and promotional information for the
store. These are spurraticly placed through-
out the store, with no thought. They do not
supply helpful information about the store
and location of objects. However, they have
a lot of potential to be helpful with some
thought behind them.
29

31. SYSTEM
DEVEL-
OPMENT
2.
After surveying all the information in site as-
sessment, we were well equipt in how we
were going to tackle the bookstore and it’s
new wayfinding system. In developing the
new system we looked at the old system, as
well as put our creative taste and spin on the
new look. Being apart of the audience that
uses the book store it was easy for us to make
selections that we knew would apppease our
fellow class mates. This section, shows our
process in deciding text, new icons, directo-
ries and systems to better help the customer
in their experience.
31

32. PICTOGRAMS
INTRODUCTION
Icons are extremely useful in identifying
objects and sections in a short period of
time. For the bookstore we figured that utiliz-
ing this medium would help our customer
tremendously in finding all their book store
purchases and needs.
32

33. PICTOGRAMS
DEVELOPMENT
=
9
8
7
6
5
4
3
2
1
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0
+
-
In creating a practical and recognizable
icon, there were many stages in developing.
The process in developing all the icons was
long, we wanted to make sure that we took
all the steps necessary to create something
that worked efficiently. To show the process
of how we created each icon, here is the
development of the icon for school supplies.
Starting with images that directly correlated
with school supplies, we sketched out
and simplified the objects. From there we
decided on a style that would be work, trying
outline, filled, intersecting etc. After decid-
ing that we were going to do filled symbols,
because we thought that would be bold and
better show the information off. From there
we did micro edits, and did some things that
would make assimilate it with the type. By
taking parts of our chosen type, helvetica,
we took the counterpart of the “O” and used
it to hold our pictograms. The next step was
just to adjust and make sure our audience
understood what the icons meant. By show-
ing it in class and doing a survey, we saw
what improvements needed to occur in the
icons. With that information it helped us final-
izing and solidfying our pictograms.
this shows the edit from regular circular
shape to that of the Helvetica O counterpart
33

34. Health &
Human Services
Computer Science
Mathematics
Business Admin.
Education
Natural Sciences
Arts & Letters
Interdisciplinary
Studies
Engineering
Social Sciences
PICTOGRAMS
COLLEGES
The biggest change we made in the
navigiability of the original signage was to
change the set up of how the textbooks
are organized. We realized that one of the
biggest problems in the system already
established was how the textbooks were
displayed. We, with the opinions of others,
found it to be very difficult to find what they
are looking for. Being organized alphabeti-
cally was not helpful, so we decided to split
up the sections by colleges. For example, in the
Arts & Letters college, there would be graphic
design, interior design, photography etc. This is
our collection of college pictograms.
34

35. Café
Apple Store
School Supplies
Women’s Apparel
Magazines
Men’s Apparel
General Reading
Baby’s Apparel
PICTOGRAMS
STORE SECTIONS
The final symbols we worked very hard to
make them all cohesive and it is very clear in
the output on how well they work together.
35

36. TYPOGRAPHY
DEVELOPMENT
Type development for the project was very
simple. When creating our pictograms we
started to see that the shape and boldness
mimiced that of the typeface, Helvetica Bold.
As well, the bookstore already used the
typeface, so it was easy to intregrate with the
look and feel of the store already. With that in
mind, we adjusted some of the illustrations to
match the typeface. Overall it was an organic
process in picking the typeface and we think
suits the bold nature of our icons, and where
we see the look of the bookstore going.
Aa
Aa
36

37. COLOR PALETTE
FINAL
For the color palette for the signage, we
noticed there were some changes that
needed to be made. Originally all the
signage was black with a very unlegible
gold color to fill the type. We recognized
that this was a problem. The values of the
color we too close, so our biggest task was
to change the colors to be more recogniz-
able and legible. As well, blend well in the
environment. The store has an obvious
complimenting color palette interiorly of
Sacramento State’s colors, so we needed
to create another palette that compliment-
ed that. For selecting the color palette, we
looked at the books in the book store to
give us some more up to date colors, and
combined that with some colors demon-
strated in the interior design selections.
CMYK: 15 4 50 0
RGB: 220 223 151
CMYK: 67 54 56 31
RGB: 80 87 86
CMYK: 28 86 73 21
RGB: 154 60 62
CMYK: 31 10 16 0
RGB: 175 203 207
37

38. NEW SIGNAGE
DEVELOPMENT
In creating new signage to incorporate the
pictograms and new text format, we looked
to the building to inspire the shape. We
developed three different signs. Hanging,
standing and mounted signage we created
to solve our problem.
Changing the signs to be better recogniz-
able, legible and overall more dynamic were
our biggest challenge. Utilizing the unique
arch infront of the building helps bring the
outside in and adds a creative solution to the
design. For all three of the signs, we
38

40. HANGING SIGNS
MOUNTED SIGNS
PAINTED SIGNS
We knew that we wanted to keep the hanging
signage due to the amount of merchandise and
clutter on the floor, as well as the high ceilings. In-
corporating the new design, we believe allievated
the difficulties set previously with the signage.
The mounted signs, we simplified and made more
legible. It wasn’t a difficult task, just utilizing the
design already created for the hanging signage.
Lastly, to stick with the boldness of our previous
signs we utilized the wall space with the painted
decals. For customer service and directionals for
the textbooks, we created big, loud wall direction-
als. Seeing that one of the biggest issues was
that people could not identify where to go for the
textbooks, the big arrow can be seen across the
store immediately connecting with the customers
and giving them where the textbooks (and the
reason for the bookstore) can be found.
NEW SIGNAGE
TEXT
B
O
O
K
S
40

41. For the standing signage, we used the same
arching shape, that was incorporated in all the
signage. Creating a standing sign system was
the most important of all the signages. This was
something that was not already implemented
into the signage system set previously. When
creating this new set we looked at other stand-
ing signs that we effective on campus and
proved to be inspiration for our signage.
STANDING SIGNAGE
41

43. SYSTEM
IMPLE-
MENTA-
TION
3.After the development process was done, we
placed the signage into the area. We believe we
were successful in creating something that not only
solved the issues presented previously, but was a
creative and dynamic designed system.
43

44. IMPLEMENTATION
Programming
Using the analysis from the circulation pat-
terns, understanding the merchandise set
up, the problems presented combined with
our general understanding of way-finding
design, we placed the signage accordingly.
The new system most importantly gives
directional signage in the front of the store for
immediate interaction with customer. From
there we placed indentication signs and our
updated mounted and hanging signage. The
more legible signage and the addition of the
directional signage, will greatly improve the
customer’s happiness in their experience.
LEVEL 1
44

45. For Floor 2, we intregated a new system to
separate the textbooks. By separating into
colleges, it is less confusing. Seeing the bold
icons lead you to the correct sections and
easily access your books. This allows people
within their college and major to get their
text books with ease and not having to think
about the shortened version of the name of
their major and the alphabetical location.
This is our greatest success in the implemen-
tation of new way-finding
IDENTIFICATION
DIRECTIONAL
INFORMATIONAL
RESTRICTIVE
LEVEL 2
45

46. 46

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49. 49

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51. 51

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55. 55