Forest of Thinking (Library Brief Writing)

GROWING LIBRARY Central UTAS Library and Learning Resources Centre in Hobart CBD Guangwen Chen KDA771 PP1 June 10th 2019

SPECIAL THANKS TO

Dr. Randall Lindstrom Dr. Ceridwen Owen University of Tasmania Librarian Janette Burke Edward King-Grey

2

CONTENT

ABSTRACT INTRODUCTION THE SITUATION AS IT IS THE CALL OF THE SITUATION THE OPPORTUNITIES FOR RESPONSE THE POSSIBLE RESPONSE THE SITUATION AS IT COULD BE CONCLUSION BIBLIOGRAPHY

3

ABSTRACT

There exists, at the University of Tasmania, a situation in which, in a rapidly changing knowledge and technology world, the population of students experiencing different stage of mental conditions are increasing, at the same time, two-thirds of the existing buildings on the Sandy Bay campus are reaching the end of their useful life and need to be rebuilt in the Hobart City centre including a central library and public plaza. It is clear that this situation is calling for a new building, merging literacy, nature and human well-being together; adapting to the CBD in Hobart that houses more candidates, diverse user groups and satisfy the urge of changing knowledge. Embedded in that call is the opportunity to create a new concept of library that strengthen the relationship between society and occupants, books and readers, signals and carriers. This project therefore proposes a new type of library and interspersed stops base on the site, and provides new experiences of engagement, learning environments and supporting human well-being. If realised, such a project increases the vitality of both UTAS and Hobart city, reduce energy consumption and be beneficial to social and individual well-being, to re-gift architecture with the notion of growing library and innovative learning environment design.

4

INTRODUCTION

This document is prepared by Guangwen Chen, supervised by Dr. Randall Lindstrom. It is to fulfil the task for brief writing in unit KDA 771, 5th year Master of Architecture at University of Tasmania. The assignment is to create a brief for the project we are interested in, with the understanding on the situations but not limited to the site conditions, local culture background, requirements from user groups or clients, and so on.

This brief is comprised of the proposal for a new building in central Hobart, Tasmania. This document will cover the current situation at the University of Tasmania, as well as giving possible solutions or methods according to the situations. Opportunities and possible responses will be established upon further studies and careful considerations including building location selection, spatial arrangement, proportion, qualitative and quantitative consideration and so on. It will then conclude with the potential impacts this project will contribute once it is realised.

This brief can be seen and used as a guide for the current project, a central library and public square for UTAS. It includes qualitative requirements and some superficial spatial guide-line. Further information and requirements must refer to local or international building regulations. This brief provides an overall understanding to the project.

5

THE SITUATION AS IT IS The world is changing unprecedentedly due to the accelerating globalisation and technology developments in 21st century which lead to various challenges in different territories such as social, economic and environment.

Research show that as artificial intelligence develops, repetitive works and tasks will be replaced from human to robots. In other words, the skills that AI is not equipped will be prioritised by all employers, for example, creativity, innovation, imagination, designs. 1

1.

2.

3.

4.

5.

6.

Kelly Matthews, Carmen Garratt, and Doune Macdonald, “The Higher Education Landscape: Trends and Implications,” (2018): 2.

University of Tasmania, “University of Tasmania Strategic Direction,” (2018): 2.

Tasmania, “University of Tasmania Strategic Direction,” 2.

University of Tasmania, “Great libraries make great universities : University of Tasmania Library Strategic Plan 2016 -2020,” (2016): 2.

“Demographics “, 2016, accessed May 9th, 2019, https://www.hobartcity. com.au/Business/Doing-business-in-Hobart/ Hobarts-economic-profile/Demographics.

Black Dog Institute, “Keeping health in mind - Facts & Figures about Mental Health,” (2014): 1. https://www.blackd o g i n s t i t u t e. o r g. a u / docs/default-source/ factsheets/facts_figures. pdf ?sfvrsn=8.

The University of Tasmania Strategic Direction 2018 edition proposes a placed-based but global connected and excellent; right-sized and responsive university. Apart from preparing students for their career, the University of Tasmania will further supports their re-skilling, up-skilling, and preparedness to engage in a global society successfully throughout their life. 2 Moreover, creative expression is mentioned in the document.

As well as UTAS is trying to reshape the state through the creative research production and build up new understanding from historians, sociologists and lawyers to our economists, climatologists, ecologists and epidemiologists. 3 There are three core strategic themes at the forefront of the Library Future Vision to 2025. The University clarifies that library is where to think, collaborate, learn, discover and create knowledge. Also, the collections of the library needed to be broaden and deepen. Last but not least, the expertise of library staff needed to be enhanced and valued. 4 According to the demographics done by the Hobart City Council, the population of Hobart has been increasing steadily since 1996. The population reached 50,439 in 2006. Moreover, there is an increasing percentage of people who born overseas from 17.4% in 1991 to 24.2% by the end of 2016. In particular, the number of people who participate in higher education program is increasing in all levels of education. In 2016, the population who participated in postgraduate degree study was 4,603 while bachelor degree study is 10779. 5 In general, one fifth of the population in Australia will experience mental disorder in their lifetime. In particular, the mental disorder seems to be starting from mid – late adolescent period, which between 18 - 24. 6 Moreover, the majority age group of students participate in higher education is between 15 and 25 years old and at least one-fourth

6

Bus Stops 250m circle UTAS Buildings Site Figure 1. Site and Surrounding Zoning Map

7.

8.

9.

The National Centre of Excellence in Youth Mental Health Orygen, Under the Radar - The Mental Health of Australia University Students (Melbourne, Australia: Orygen, The National Centre of Excellence in Youth Mental Health, 2017), 6.

Orygen, Under the Radar - The Mental Health of Australia University Students, 13-15.

Figure from the Australian Government Department of Education and Training. URL: https://docs.education. gov.au/node/51961

of them will experience mental disorder in any given year due to different reason such as lack of sleep, drug and alcohol use, financial stress, work/ study balance. 7 Among the population of students struggling with mental health issues in australian university, students from overseas are one of the highest risk groups 8, furthermore, the population of overseas students is increasing every year in Australia, reaching 10% in 2018, which means the potential of student in risk of mental disorder will be increasing while the university will become more multi-cultural. 9 The University of Tasmania is now planning to rebuild two-thirds of the campus in Hobart Sandy Bay Campus because the buildings are nearing the end of their intended use. A new library and public square are included in the planning according to Mercury newspaper. Figure. 1 shows the map of UTAS Hobart City Campus planning. The new library and the public square will be located within the Stem Precinct and just a few blocks away from Tasmania State Library and Hobart Royal Hospital.

7

Site Photographies

Figure 2.

North-East View of Site

Figure 3.

South-East View of Site

Figure 4.

South-West View of Site

Figure 5.

North-West View of Site 8

9

THE CALL OF THE SITUATION About Human Well-being As the population who experiencing different mental conditions in university are growing, the new library and public square should be designed as a space that strongly supports students and community’s well-being. In other words, the situation reflects the urgency of connecting literacy, nature and human well-being. Well-designed facilities can ensure the efficiency of study in a space, feeling less stress from life and produce positive emotion.

10.

11.

12.

13.

14.

Aaron Antonovsky, Health, stress, and coping, First ed., The Jossey-Bass social and behavioral science series Jossey-Bass social and behavioral science series, (San Francisco: Jossey-bass, 1979).

Jenny M. Groarke and Michael J. Hogan, “Enhancing wellbeing: An emerging model of the adaptivefunctions of music listening.,” SAGE Journals ( July 9, 2015 2015): 2, Bill Hettler, “Six Dimensions of Wellness Model,” (1976): 1. https:// c d n . y m aw s. c o m / w w w. n a t i o n a l w e l l n e s s. o r g / resource/resmgr/pdfs/ sixdimensionsfactsheet. pdf.

Esther M. Sternberg, Healing Spaces: The Science of Place and Well-Being (Cambridge: Belknap Press of Harvard University Press, 2009), 14.

Sternberg, Healing Spaces: The Science of Place and Well-Being, 103.

Stress is one of the elements that affecting human mental and physical well-being. After 15 years studying and researching, Aaron Antonovsky introduced the salutogenic notion, which expresses an approach targeting factors that support human physical health and wellbeing instead of the factors that induce diseases (pathogenesis). 10 Meaningfulness is one of the three design criteria of salutogenic design which indicates how important a sacred space is for human well-being.

Also, the Authentic Happiness Theory by Martin Seligman proposed three routes to wellbeing: through pleasure, meaning, and engagement.

The pursuit of engagement and meaning have been found to contribute more to life satisfaction than hedonic pleasure. 11 As such, reading books, learning knowledge and contributing to research can produce positive emotions, increase happiness and regulated adverse effect. Similar concept was introduced by Dr. Bill Hettler in his six dimensions of wellness model which indicates six significant aspects contribute to wellness including social, intellectual and spiritual. 12 It prioritises that the future learning space need to be design for better engagement. A library is a place for selflearning whereas a public square is a place for gathering and reflection. The situation here reflects the urgency to balance self-learning and engagement within the built and natural environment.

According to Sternberg, the first sign of destructive forces of illness giving way to healing is that your mind’s focus turns from your inner self to outer world. 13 Particularly well-designed spaces or nature provides sufficient positive distraction for people to move the attentiveness inside out. A window, for example, provides a portal which allows one to escape from a current painful situation by facilitating imagination. A window creates opportunities for contemplation, which produces the feeling of relief, which allows healing and triggers beneficial biochemicals reactions. 14 Nature does

10

provide positive influences on people, as Stephen Kaplan emphasized in his Attention Restoration Theory (ART), natural setting gives feelings of being away, fascination, extent and compatibility. 15 Thus, as designing the built environment, apart from encounter the physical nature within the space, abstract nature must be taken into consideration as well.

Similarly, books can be functioning as a ‘window’ as well, it allows readers to enter the authors’ vision and life, distracting readers from their current situation.

About Learning

15.

16.

17.

18.

19.

Stephen Kaplan, “The Restorative Benefits of Nature: Toward an Integrative Framework,” Journal of Environmental Psychology 15, no. 3 (September 1995 1995): 174, https:// doi.org/10.1016/02724944(95)90001-2.

L. Johnson, Adams Becker, S., Estrada, V., and Freeman, A., NMC Horizon Report: 2015 Library Edition (Austin, Texas: The New Media Consortium, 2015), 10.

George Kubler, The Shape of Time - Remarks on the History of Things (Yale University, 1962), vii.

Kubler, The Shape of Time - Remarks on the History of Things.

Andrew Jamieson, “ Object-based learning - A new way of teaching in Arts West,” University of Melbourne Collections, no. 20 (2017), https://museumsandcollections.unimelb.edu. au/__data/assets/pdf_ file/0006/2478111/04_ J a m i e s o n - O b ject-based-lear ning-20. pdf.

As technology accelerates, discovery can occur anywhere in the world.

Rather than accessing different information, students tend to find a place to be productive on work. As a result, people are starting to think about how to design a learning space that can better facilitate the face to face interaction. 16 Kubler emphasizes the awareness of things in his book The Shape of Time that “Every meaning requires a support, or a vehicle, or a holder. These are the bearers of meaning, and without them no meaning would cross from me to you, or from you to me, or indeed from any part of nature to any other part.” 17 Developments happens when we make replication of the prime object, but we will never experience the same sequences and feeling when the prime object is made 18, the complexity within a prime object is more than the self-signal, which stand for the actuality for things, it provide but including adherent singles, which stand for the meaning of things.

As sense of observe and design skills are preferred in the future world, the notion of Object Based Learning (OBL), “Object-based learning (OBL) is an educational method that involves actively using authentic or replica material objects.” 19, needs to be introduced within the building.

About Technology Advanced technology is an unavoidable trend in current world. The university library should be prepared and be able to provide a high-tech environment for occupants to study. The maximum flexibilities of space in this project is required to satisfy the current situation.

In summary, the library itself is an object that passes the signal from architects to occupants. As well, architecturally, a library is a place for signal, from the past, to gather and pass. The occupants in the library are receiving the signal and grow then pass to others, as well the flexibility of the building allows possibilities for growth.

11

THE OPPORTUNITIES FOR RESPONSE The spatial requirements are listed below: Total user group: Approximately 8400 students + 30 Library Staff Total physical collections: 300000 print book titles including 7000-8000 special collections with further decreasing trend.

The following atmosphere and design need to be considered in every function space:

• Clear characteristic of defining space • Landscape and green space integration • Accessibility and universal design • Low energy consumption and passive design • Each function space should be able to speak by its own characteristics without signage

12

Space

NO. of Units

Total Area (m 2)

220,000 Books

2,200

Notes

COLLECTION

Normal Collection

MAIN ACTIVITIES:

•

Book stack storage

DESIGN:

• •

Good acoustic material needed to be considered

•

More natural lighting should be considered in reading and study area

•

Book stack arrangement should avoid being exposed in sun light

Physical collection area needs to be flexible and can convert to learning and study space

ATMOSPHERE:

•

Special Collection (potential ObjectBased Learning area)

8,000 Books

400

Lively

MAIN ACTIVITIES:

• •

Reading Learning

DESIGN:

• • •

Special collection needs to be considered in luxury cabinets to showcase Prevent direct daylight to collections Huon Pine as possible building or furniture material

ATMOSPHERE:

•

5,250

Reading Area (can be over lapping with learning area) Print and Copy

Sumptuous atmosphere for special collection

MAIN ACTIVITIES:

• • •

Reading Learning Day dreaming

DESIGN:

• • •

Allow possibilities for individual sacred activities.

Calm and quiet atmosphere to be productive Perfect acoustic absorption

ATMOSPHERE:

• •

Sacred Space/ Me Space (can be included in reading or learning area)

1

Calm and quiet atmosphere to be productive Luminous mild

MAIN ACTIVITIES:

300

• •

Individual sacred activities Thinking

DESIGN:

• •

Symbolic representative elements Connection to nature

ATMOSPHERE:

•

13

Calm and demureness

Space

NO. of Units

Total Area (m 2)

840

3,360

Notes

LEARNING & TEACHING

Individual Studying/Learning • Open plan • Silent room • Silent open plan

MAIN ACTIVITIES:

• •

Study Teaching

DESIGN:

• • •

Flexible to be changed in to any other function Good acoustic performance Technology hardware required

ATMOSPHERE:

•

Group Studying/ Learning

112

2,240

Calm and productive atmosphere for individual study

MAIN ACTIVITIES:

•

Group meetings and study

DESIGN:

• • •

Private but still observable Good acoustic performance Technology hardware required

ATMOSPHERE:

•

Active

Print and Copy (can be arrange within individual study space)

1

20

MAIN ACTIVITIES:

Gallery (Potential OBL area)

2

800

MAIN ACTIVITIES:

•

• •

Print and copy

Exhibition of native cultural / heritage / university research outcome / technology / student work Public lecture

DESIGN:

• •

Flexible for other function including learning and meeting

•

Avoiding direct sunlight

Can be arrange around other space and become separation of space

ATMOSPHERE:

• •

14

Welcoming atmosphere for open space Adequate soft artificial lighting for particular objects

Space

NO. of Units

Total Area (m 2)

1

100

Notes

RELAXATION

Café

MAIN ACTIVITIES:

• • •

Dining Reading Social

DESIGN:

•

Connection with nature is preferred

ATMOSPHERE:

• • •

Nap Zone

3

100

Relaxing Welcoming and inviting Active and animated

MAIN ACTIVITIES:

•

Napping

DESIGN

• •

Multi-sensory relaxation Indirect sunlight

ATMOSPHERE:

• • •

Quiet Soft light / under shaded Cosy

SUPPORT

Front Desk • Automatic Borrow/Return (can be merged into office space)

1

100

MAIN ACTIVITIES:

• • • •

General inquiry Reception Borrow and return Cooperation with materials from other Library

DESIGN:

• •

Require easiest way finding around front desk Cheerful and active colours

ATMOSPHERE:

•

Offices • Open plan • Individual

300

Cordial and welcoming atmosphere

MAIN ACTIVITIES:

• •

2 15

Office work Consultation

DESIGN:

• • •

Direct sunlight required Good shading in summer(can be merged in landscape) High acoustic performance

ATMOSPHERE:

•

Storage

300

15

Efficient and friendly atmosphere for office

Space OTHER SERVICES (15%)

NO. of Units

Total Area (m 2)

Notes

2,600

Security Toilet Plant Room • HVAC • Electrical • Water Circulation • Lift • Staircase • Corridor Parking Loading Bay

TOTAL AREA

18,070

16

• • •

Vertical circulations shall be easily accessible

•

Diverse circulation routes require to be clear and not interupting, particular for books and occupants.

with clear way-finding Different stage of security needs to be well design to secure the difference usage including community, academic and manage.

SPATIAL RELATION Figure 6. shows the spatial relationship between all library space. They are divided by the category of user groups including student, community and library staff. The lobby and infomation desk is the space that connecting other space.

The privacy of the space is increasing as the axis extend.

Figure 6. Spatial Relationship Diagram

17

THE POSSIBLE RESPONSE SITE SELECTION

Figure 7. Walk flow through the site

As Figure 7. shows, the two main flow of people accessing the site will be students from the accommdation and the people from the medical precinct and hospital. The best building location will be where allows people to experience the whole journey of the architecture and landscape. The following is the possible respond for the site selection and possible building arrangement.

18

Option 1 The building can be a whole block located in the midddle of the site seperating the whole site into two parts of landscape and public square. It allows the main flow experiencing the landscape first then accessing the building.

Option 4 Apart from option 3, part of the public landscape can be shaded under the building or within the buildings, providing semi public and private experiences.

Option 2 The building can be arrange close to the saw edge. Without breaking the public space, the landscape can be continues growing through the whole site maximising the opportunities for community to gathering.

Option 5 Similar to option 3 but referring to the curves from the saw tooth edge, the shape of buildings can be curved to match the biophilia design criteria, satisfying the requirements for wellbeing.

Option 3 The building can be divided into several different buildings arranged in the site.

Without breaking the site, the public landscape will be shaped in to different scale allowing different experience and event happening in between.

Option 6 Similar as Case Study 1. The building can be one ‘belt‘ growing from inside out. It maximises the nature view for the occupants in the building.

CASE STUDY 1 MUSASHINO ART UNIVERSITY MUSEUM & LIBRARY

Figure 8. Sketch from Sou Fujimoto

Architects: Sou Fujimoto Location: Tokyo, Japan Area: 2883.18 m 2 Project Year: 2010 Design by Sou Fujimoto, the Musashino Art University Museum & Library creates an interesting way of doing library. Rather than deviding space by wall, the space in this library is devided by book stacks. The plan is a spiral shape growing in, provides different experiences when people walk in.

19

RELATION BETWEEN BUILDING AND PUBLIC SQUARE

Option 1 The relationship between public square and library can be divided in to half.

Option 2 Public square can be included in the middle of the library.

Option 4 Library Can be inter-seperated within public square.

Option 3 The library can be surrounded by the public square.

Option 5 The public square can be interseperated within the library.

CASE STUDY 2 GREEN SQUARE LIBRARY & PLAZA SDYNEY

Figure 9. Green Square Library Photographer: The City of Sydney

Architects: John Holland Location: Sdyney, New South Wales Area: 10600 m 2 Project Year: 2010 In this case study, public plaza and library are successfully merged together. The library is underneath the public plaza and the voids of plaza become the souce of sunlight to the underground library. Small exterior gardens were designed to give back the view to both passangers and occupants in the library.

20

POSSIBLE SECTION LAYOUT Figure 10. visualises the opportunities of the locations for different function spaces in the building. the rectangle highlighted in red shows for the area that students will use. the blue rectangle shows for the area that community

will use and the yellow retangle represents for the area that staff will use. The potential ID check will located on the third floor that only the occupants in UTAS can access.

Figure 10. Possible space arrangement in the building

Figure 11. Possible section of the building

Apart from spiral in plan, nature elements can be bringing up through spiral in section. Similar as case study 5, as the level goes up, the possibility of growing can be achieved by stacking up the floors. Figure 11. shows the section of possible building layout.

Figure 12. Hand sketch for possible building layout

21

POSITIVE DISTRACTION IN SPACE During the busy study period of semester, stress needs to be distract and relieve while student focusing too much of assignments. Any part of the following elements can provide possitive distraction to occupants who are using the library. In particular, well-designed building detail including deoration, can be good for distraction.

Exhibits

Fine Art

Books & Knowledge

Sound of Nature

Green of Nature

Details and Decoration

Pixelation

Architectural Symbol

Frame of View

CASE STUDY 3 SEATTLE CENTRAL LIBRARY

Figure 13. Seattle Central Library Photographer: Philippe Ruault

Architects: LMN, OMA Location: Seattle, WA, USA Area: 38300.0 m 2 Project Year: 2004 Seattle Central Library devides the function into served and survant zone, spiral up around four cores of the building. As showen in Figure 13. The facade provides a semi-public space for passanger to experience the shadow and intergrate with the building.

22

POSSIBLE INTERACTION IN LIBRARY In Figure 14. while studying inside the library, the courtyard allows sunlight and create a natural environment for occupants to choose where they want to sit down and study.

Figure 15. shows the possible OBL space between the quiet study area and book stacks.

Figure 14. Courtyard space sketching

Figure 15. Learning space layout

CASE STUDY 4 UNIVERSITY OF MELBOURNE ARTS WEST Architects: ARM Location: Melbourne, Victoria Area: 6500 m² Project Year: 2016 In this case study, Object-based Learning (OBL) was proposed into the building. The evidence that OBL has better approach than typical teaching method was proved in many Research.

Figure 16. Object-Based learning hub Photographer: John Gollings

23

Figure 17. Montage of courtyard

24

CASE STUDY 5 LIBRARY QUARTER SPIJKENISSE Architects: MVRDV Location: Spijkenisse, Netherland Area: 9300 m² Project Year: 2012 Similar as Case Study 1 and 3, the Library Quarter Spijkenisse also includes a spiral concept and it goes up become the ‘mountain’ of books. the glass facade also maximises the natural sunlight in the building.

Figure 18. Library Quarter Spijkenisse Photographer: Jeroen Musch

25

Figure 19. Montage of Me Space / Secard Space

Figure 20. Montage of Nap Space and Study Space

26

CASE STUDY 6 SALK INSTITUTE Architects: Louis Kahn Location: Seattle, WA, USA Project Year: 1960 Figure 21. shows the view of Salk Institute. The water is used as a guide towards the view of the sea and the sun. And the building form is designed to allow sunlight into all the rooms in the institute.

Figure 21. Salk Institute Photographer: Liao Yusheng

27

THE SITUATION AS IT COULD BE This brief has responded to the situation that the University of Tasmania (UTAS) is facing. In responding to these situations a new type of library that designed to hold literacy, nature and human well-being. It also explored the possibilities of being used by surrounding community including the Royal Hobart Hospital for supporting human well-being. UTAS’s vision of future library can be achieved by integrating qualitative and quantitative data and a series of speculations in identifying the possibility of cohabiting library and public square. The proposal will also help in accommodating all the user groups from both the university and community by providing sufficient required spaces and amenities as mentioned in Part III. If well designed, this project will encourage student and communities to engage with the building and can be a potential landmark for Hobart city.

28

CONCLUSION

Through this brief, we have a good understanding of why the library and public is important to the site in Hobart City and the Uninversity of Tasmania. The urgency of connecting literacy, nature and human wellbeing is brought forefront.

The next step requires designer to take good consideration of how library can be built as a good holder of the ‘signals’ and what signals the library, as an object, is going to pass to the occupants. Further research on innovative learning space needs to be explored.

A recommendation of project timeline is listed below.

RECOMMENDED SCHEDULE:

Week 1: Detailed site analysis as in architecture aspect.

Week 2-3: Schematic design including creating concepts, master planning, zoning, etc.

Week 4-5: Experimenting building form and space through prototyping.

Week 6-7: Basic drawing including plan, section and elevation. 3D model making.

Week 8-9: Refine drawings and renderings.

Week 10-11: Layout and physical model making.

Week 12: Prepare for presentation.

29

BIBLIOGRAPHY

Antonovsky, Aaron. Health, Stress, and Coping. The Jossey-Bass Social and Behavioral Science Series Jossey-Bass Social and Behavioral Science Series. First ed. San Francisco: Jossey-bass, 1979.

“Demographics “, 2016, accessed May 9th, 2019, https://www.hobartcity. com.au/Business/Doing-business-in-Hobart/Hobarts-economic-profile/ Demographics.

Edwards, Brian. Libraries and Learning Resource Centres. Second Edition ed.: Elsevier Ltd., 2009.

Groarke, Jenny M., and Michael J. Hogan. “Enhancing Wellbeing: An Emerging Model of the Adaptivefunctions of Music Listening.”. SAGE Journals ( July 9, 2015 2015). https://doi.org/10.1177/0305735615591844 Hettler, Bill. “Six Dimensions of Wellness Model.” (1976): 2. https://cdn. ymaws.com/www.nationalwellness.org/resource/resmgr/pdfs/sixdimensionsfactsheet.pdf.

Institute, Black Dog. “Keeping Health in Mind - Facts & Figures About Mental Health.” (2014): 4. https://www.blackdoginstitute.org.au/docs/default-source/factsheets/facts_figures.pdf ?sfvrsn=8.

Jamieson, Andrew. “ Object-Based Learning - a New Way of Teaching in Arts West.” University of Melbourne Collections, no. 20 (2017): 3. https://museumsandcollections.unimelb.edu.au/__data/assets/pdf_ file/0006/2478111/04_Jamieson-Object-based-learning-20.pdf.

Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. Nmc Horizon Report: 2015 Library Edition. Austin, Texas: The New Media Consortium, 2015.

Kaplan, Stephen. “The Restorative Benefits of Nature: Toward an Integrative Framework.” Journal of Environmental Psychology 15, no. 3 (September 1995 1995): 14. https://doi.org/10.1016/0272-4944(95)90001-2.

Kubler, George. The Shape of Time - Remarks on the History of Things.

Yale University, 1962.

30

Matthews, Kelly, Carmen Garratt, and Doune Macdonald. “The Higher Education Landscape: Trends and Implications.” (2018): 10.

Orygen, The National Centre of Excellence in Youth Mental Health. Under the Radar - the Mental Health of Australia University Students. Melbourne, Australia: Orygen, The National Centre of Excellence in Youth Mental Health, 2017.

Sternberg, Esther M. Healing Spaces: The Science of Place and Well-Being.

Cambridge: Belknap Press of Harvard University Press, 2009.

Tasmania, University of. “Great Libraries Make Great Universities : University of Tasmania Library Strategic Plan 2016 -2020.” (2016): 15. Accessed May 1st, 2019.

———. “University of Tasmania Strategic Direction.” (2018): 13.

31