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MORE TO EXPLORE■ Check out blogs to get recommendations for literature that reflects diverse perspectives. These are excellent starting places: American Indians in Children's Literature, The Brown Bookshelf, Hijabi Librarians, and Latinxs in Kid's Lit.■ Hudson, A. K. ( 2016). Get them talking! Using student-led book talks in the primary grades. The Reading Teacher, 70(2), 221-225.

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High-quality, field-based practicum experiences provide learning opportunities foundational to future teachers' pedagogy that coursework alone cannot replicate. However, access to these field-based placements for preservice teachers can be limited at times, such as during the COVID-19 pandemic. This chapter explores how one instructor of an intermediate literacy course, which carries a 20-hour field-based practicum requirement, rewrote a traditional field-based literacy experience to design a virtual practicum experience. Following a review of the literature, this chapter is divided into three key parts: (1) design elements of a virtual literacy practicum, (2) preservice teacher perceptions of a virtual literacy practicum, and (3) comparisons of preservice teachers' experiences in a traditional in-person literacy practicum to a virtual literacy practicum. Finally, suggestions for re-writing traditional field-based literary practicum experiences will be provided.

This study aimed to investigate the transformation of pre-service teaching experience due to virtual or hybrid completion during the 2020–2021 school year and to identify teaching and mentoring innovations that teacher educators should continue to promote. The research involved 14 student teachers and 5 mentor teachers from the United States across elementary, secondary, and pre-K–12 programs who participated in surveys, semi-structured interviews, and focus groups. The results indicated that the integration of technology in student teaching and the shift to virtual or hybrid learning brought about new challenges and opportunities for both student teachers and mentor teachers. The study highlights technology that may continue to be used post-pandemic, the promotion of virtual communities of practice, and ways to quickly integrate and maximize student teachers in the classroom.