Environmental and biological drivers of feeding and spatial dynamics in the green sea urchin, Strongylocentrotus droebachiensis

In eastern Canada, the destruction of foundational kelp beds by dense aggregations (fronts) of the omnivorous green sea urchin, Strongylocentrotus droebachiensis, is a key determinant of the structure and dynamics of shallow reef communities. Current knowledge about factors affecting the ability of S. droebachiensis to exert top-down community control is based largely on observational studies of patterns in natural habitats, yielding fragmentary, and sometimes contradictory, results. The present research incorporated laboratory microcosm experiments and surveys of urchins in natural habitats to test the effects of abiotic (wave action, water temperature) and biotic (body size, population density) factors on: (1) individual and aggregative feeding on the winged kelp, Alaria esculenta; and (2) displacement, microhabitat use, distribution, and aggregation in food-depleted habitats. Wave action, water temperature, and body size strongly affected the ability of urchins to consume kelp: individual feeding increased with increasing body size and temperature, while aggregative feeding decreased with increasing wave action. Yet, feeding in large urchins dropped by two orders of magnitude between 12 and 18°C. Increasing wave action triggered shifts in urchin displacement, microhabitat use, distribution, and aggregation: urchins reduced displacement and abandoned flat surfaces in favour of crevices. They increasingly formed two-dimensional aggregations at densities ≥110 individuals m⁻². Collectively, results provide a foundational understanding of some of the drivers of feeding and spatial dynamics of S. droebachiensis and potential impacts on the formation of grazing fronts.

Using Community Outreach to Build Children’s Resiliency and Critical Literacy through Digital Tools

Grade three students used tablet computers with a pre-selected series of applications over a seven-month period at school and through a community afterschool program. The study determined that these students benefited from differentiated learning in the school environment and online collaborative play in the afterschool centre. Benefits of the exposure to digital tools included: intergenerational learning as children assisted both parents and teachers with digital applications; problem-solving; and enhanced collaborative play for students across environments. Although this study makes a contribution to the field of digital literacy and young learners, the researchers conclude further investigation is warranted, in regards to the inter-relationships between home, school and community as spaces for the learning and teaching of digital technologies.