Reviewer acknowledgements:
oSoTL 2(3)

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:

Daniel Blackshields, University College Cork, Ireland (https://orcid.org/0000-0001-7046-5629)

Mitchum Bock, University of Glasgow, UK (https://orcid.org/0000-0001-8853-7109)

Gwen Brekelmans, Queen Mary University of London, UK (https://orcid.org/0000-0002-8976-6808)

Eamonn Butler McIntosh, University of Glasgow, UK (https://orcid.org/0000-0001-6989-8646)

Kimberly Davis, University of Glasgow, UK (https://orcid.org/0000-0002-5229-3760)

Nick Garnett, Keele University, UK (https://orcid.org/0000-0002-3643-763X)

Marc Gobeil, University of Saskatchewan, Canada (https://orcid.org/0000-0002-8206-3501)

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

Peter Leadbetter, Edge Hill University, UK (https://orcid.org/0000-0003-0255-6101)

Nicola Looker, University of Glasgow, UK (https://orcid.org/0000-0002-7259-8166)

Jill Mackay, University of Edinburgh, UK (https://orcid.org/0000-0001-7134-4829)

Phil McAleer, University of Glasgow (https://orcid.org/0000-0002-4523-2097)

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

Ashlyne O’Neil, University of Windsor, Canada (https://orcid.org/0000-0002-3075-7747)

Andrew Struan, University of Glasgow, UK (https://orcid.org/0000-0003-4858-9988)

Paul Whybrow, Hull York Medical School, UK (https://orcid.org/0000-0002-6899-9581)

Iain Wilson, Nottingham Trent University, UK (https://orcid.org/0000-0001-6670-9328)

Craig Wood, Queensland Teachers’ Union, Australia

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