Reviewer acknowledgements:
oSoTL 3(2)

We, the editors, would like to express our sincere gratitude to the following reviewers, who invested their valuable time and expertise in this issue, without remuneration:

Sarah Crabbe, York St John University, UK (https://orcid.org/0000-0002-3172-5392)

Jane Dorrian, The Open University, UK (https://orcid.org/0000-0003-2351-1121)

Alex Evangelista, Borough of Manhattan Community College, United States (https://orcid.org/0000-0001-6686-9081)

Cosma Gottardi, University of Glasgow, UK (https://orcid.org/0000-0002-6611-9421)

Sharon Greenwood, University of Glasgow, UK (https://orcid.org/0000-0003-4143-4430)

Stella Jones-Devitt, Staffordshire University, UK (https://orcid.org/0000-0003-0229-7074)

Payal Joshi, Shefali Research Laboratories, India (https://orcid.org/0000-0003-4132-5576)

Alice S. N. Kim, Teaching and Learning Research In Action, Canada (https://orcid.org/0000-0002-7868-1171)

Sara Marsham, Newcastle University, UK (https://orcid.org/0000-0002-2142-8191)

Alison McCandlish, University of Glasgow, UK (https://orcid.org/0000-0003-4904-2634)

Kirsty McIntyre, The University of British Columbia, Canada (https://orcid.org/0000-0003-3224-7043)

Theresa Nicholson, Manchester Metropolitan University, UK (https://orcid.org/0000-0001-8402-9481)

Philippa Louise Petts, Durham University, UK (https://orcid.org/0000-0002-0153-0877)

Donald Reid, University of Glasgow, UK (https://orcid.org/0000-0002-6429-6328)

Geethanjali Selvaretnam, University of Glasgow, UK (https://orcid.org/0000-0002-7609-8388)

Lisa Wakefield, University of Leicester, UK (https://orcid.org/0000-0002-1790-6293)

Thanks again, from Nathalie Tasler, Matthew Barr, and Vicki Dale