This document provides a quick guide for evaluating Muslim narratives in children's literature. It lists characteristics to avoid, such as books that promote tolerance through erasure of identity or depict Muslims as villains. Books should embrace pluralism and recognize both unique and universal Muslim experiences. The document also lists characteristics to embrace, such as books that accurately portray Muslim cultures through research and allow for nuance, diversity, and humor. It provides sample questions to consider regarding themes, illustrations, and accuracy when evaluating books.

1. QUICK GUIDE
E V A L U A T I N G M U S L I M N A R R A T I V E S I N C H I L D R E N ' S L I T E R A T U R E
L I S 7 2 1 0 E S T H E R J O N E S
AVOID
Books with a “let’s learn from the children and
all get along” theme, which presents the other
as “something to be endured” guised as
tolerance
Books with a melting pot theme, which
promote erasure of identity and invisibility
Books depicting Muslims and villains, that
highlight terrorism and war
Aim instead for books with a pluralistic
understanding, that recognize Muslim
experiences as both unique and universal, in
tandem
AVOID SIMPLIFICATION & ROMANTIC
METAPHOR.
AVOID VILLAINOUS STEREOTYPING AND
SUPERIORITY.
AVOID MISREPRESENTATION.
A D A P T E D F R O M N I E L S E N ( 2 0 1 3 ) .
EMBRACE
Research the region and cultural practices of
the book.
Do the words and illustrations accurately
portray the specific culture featured in the
book?
Stories about individual kids or experiences
Text that provides space for nuance and
diversity
Don’t just get serious, meaningful books, but
embrace books with light-hearted, funny
themes.
Embrace new or changing forms of media,
graphic novels, etc.
EMBRACE RESEARCH.
EMBRACE REALISM.
EMBRACE HUMOR & PLAY.
A D A P T E D F R O M N I E L S E N ( 2 0 1 3 ) .
Q U I C K G U I D E T O E V A L U A T I N G M U S L I M N A R R A T I V E S I N K I D L I T P A G E 1

2. HASHTAGS TO FOLLOW
#COUNTERISLAMOPHOBIA
THROUGHSTORIES
#MUSLIMSHELFSPACE
QUESTIONS TO ASK
A D A P T E D F R O M M A N G L I K & S I D D I Q U E ( 2 0 1 8 )
THEME
Where are the Muslim protagonists
and traditions from?
How does this book complement
your collection? Does the book
provide opportunities to understand
Muslims and their cultural traditions
and experiences?
Would a Muslim child feel proud of
their heritage after reading this
book?
ILLUSTRATIONS
Are Muslim women and girls shown
only in hijabs?
Do the pictures represent the
diversity of the Muslim community?
Do the illustrations contain
stereotypes?
Are ethnic features or costumes
exaggerated or out of proportion?
ACCURACY & CURRENCY
Do the privileged characters “save”
the other characters?
Do the characters have agency?
Does the author have the experience
to provide an “insider” perspective?
Evaluate other books from the
publisher. Were sensitivity readers
employed by the author or
publisher prior to the publication of
the book?
Reviews, author interviews, book discussions
Reviews, indie publishers
hijabilibrarians.wordpress.com
islamicschoollibrarian.wordpress.com
Nielsen, A. L. (2013). Building a core collection: Muslim experiences in
English-language children’s books, September 2001-September 2011. In J.
C. Naidoo & S. Dahlen (Eds.), Diversity in youth literature: Opening doors
through reading (pp. 119–128). Chicago: American Library Association.
Manglik, G., & Siddique, S. (2018). Muslims in story: Expanding
multicultural understanding through children’s and young adult
literature. Chicago: ALA Editions.Gultekin, M., & May, L. (2019). Children’s
literature as fun-house mirrors, blind spots, and curtains. The Reading
Teacher, 00(0), 1–9. https://doi.org/10.1002/trtr.1867
Gultekin, M., & May, L. (2019). Children’s literature as fun-house mirrors,
blind spots, and curtains. The Reading Teacher, 00(0), 1–9.
https://doi.org/10.1002/trtr.1867
MORE RESOURCES
P U B L I C A T I O N S I F O U N D H E L P F U L
Q U I C K G U I D E T O E V A L U A T I N G M U S L I M N A R R A T I V E S I N K I D L I T P A G E 2