Evaluating Materials
General Criteria for Evaluating Children’s Literature:
Cullinan, B.E., & Lee, G. (1994). Literature and the child (3rd ed.). New
York, NY: Harcourt Brace.
Types of Children’s Literature:
Picture books, poetry and verse, folklore, fantasy, science fiction, realistic fiction,
historical fiction, biography, nonfiction.
Evaluating picture books:
Text: Good story; well-developed characters; understandable; direct, straight-forward
writing, appropriate for the child; stereotypes avoided;
High quality language.
Illustrations: Establish the mood, theme, characters, and setting; visual interpretation
unique and valid; add and clarify; contribute to understanding; well-crafted; well
balanced; artistic style appropriate to the content.
Format: Size of book appropriate to content and use; paper, typeface, and other design
elements appropriate to content and age group; title page foreshadows the content to
come.
Evaluating poetry:
Understandable to children; stirs emotions; creates images of sight, touch, smell, taste;
plays with the sounds of language; rhythm reinforces meaning.
Evaluating folklore:
Language: Retains the flavor of the oral form; has natural, easily spoken rhythms;
reflects the integrity of early retellings; avoids controlled, diluted, or trite vocabulary.
Illustrations: Complement and extend the narrative; portray the traditional character of
the tale; maintain the cultural heritage of the tale.
Evaluating fantasy:
Fantasy world believable in context; an original and imaginative concept; fantasy
elements logically integrated; magic is consistent; setting well-established; characters
are true to themselves; the motivation makes sense in context.
Evaluating science fiction:
Characters are recognizable beings with strong emotions; readers can identify with
them; author extrapolates from known fact; author explores the consequences of
current behavior and practices; story begins with established scientific, natural, and
social laws; clearly described, well-imagined setting; plot logical and tightly woven;
theme memorable; story internally consistent.
Evaluating realistic fiction:
Characters: Act like real people or real animals; characters’ feelings are authentic and
genuine; characters change and develop over time; characters are multidimensional.
Setting: Events occur in a place that could exist; setting is vivid.
Plot: Events could actually happen; problems are believable and solved realistically; plot
respects cultural values and unique ways to deal with issues; intended age group can
understand the plot structure; plot moves fast.
Theme: Author makes clear statement about theme; there’s a memorable comment or
an uplifting value; theme sheds light on life; theme respects diversity.
Evaluating historical fiction:
Historical accuracy: Story is grounded in facts but not restricted by them; events are
consistent with historical evidence; characters reflect the values of the period; social
issues are portrayed honestly.
Setting: Vivid historical setting; setting consistent with historical and geographical
evidence; events and characters are true to the setting.
Language: Dialogue is in keeping with the time and place; colorful words are retained
which reflect the culture.
Characterization: Characters represent people of the time; their feelings and values
reflect the time; they believe and behave according to the standards of the time.
Plot and theme: Plot is credible in the period; story holds interest; theme has universal
appeal; events possible in the period; story avoids anachronisms and distortions.
Illustrations: Historically accurate; extend the story; enhance understanding.
Evaluating biography:
Accuracy: Biographer sticks to the facts; portrayal is supported by subject’s own writing;
dates, names, and numbers are accurate.
Setting and plot: Facts and story line are integrated; connections between the social
climate and the individual’s accomplishments; social climate is honestly portrayed; plot
revolves around authentic events.
Portrayal of the subject: Character well developed; stereotypes avoided; person is a
worthy subject; writer shows strengths and weaknesses; people around the subject
developed adequately; their influence is accurately portrayed.
Style: Comprehensible and engaging; complex topics explained adequately without
oversimplifying.
Theme: There is a unifying theme; writer characterizes the subject’s life; writer makes
the subject memorable.
Illustrations: Enrich the details; help visualize the time and place; portray authentic
scenes.
Evaluating nonfiction:
Integrity: Clear point of view; reveals sources.
Distinguishing fact: Fact is distinguished from theory.
Anthropomorphism: Animals act like real animals.
Balanced viewpoint: Other points of view are acknowledged and discussed.
Generalizations: Documented facts support generalizations.
Author’s qualifications: Author is an authority; author acknowledges expert advisors.
Style: Tone reveals significance; literary distinction of writing; telling details; reader
cares about the subject.
Format: Well organized, easy to use; useful features; clear structure; logical
progression; language comprehensible to audience; appealing design; graphics extend
information.
Evaluating culturally diverse literature:
Characters portrayed as individuals; quality literature; culture accurately portrayed;
issues presented in their true complexity as an integral part of the story; dialogue
maintains melodies of the language without being difficult to read; diversity within
cultures is shown; illustrations are accurate and authentic; people of all backgrounds
lead as well as follow; people of backgrounds solve their own problems.
Materials For and About Children/Young Adults with Differing
Abilities
1. All children and young adults, whether labeled as having disabilities or not,
may experience challenges related to cognition, perception, vision,
hearing and/or tactile kinesthetic skills
2. Materials should meet the basic criteria for the high quality
children’s literature
3. The developmental level of the child must be considered. Some children
with disabilities will be behind their age-mates on certain skills. Other
children with disabilities may be more advanced than their age-mates on
some skills
Adaptations may be necessary in the format or in the presentation of the story
or its illustrations to make the material accessible
The Stories
1. Are interesting and entertaining and do not present the children as “special,”
“different,” or strange
Do not present people who “overcome” disability by hiding it
Do not play on sympathy and sentimentality
Represent the disability accurately
Present the disability as only one important characteristic of the child
Present realistic characters facing realistic problems and learning to solve
them
Show children involved in life
Show children with and without disabilities and how they can change their
actions and attitudes so that they don’t set up more barriers
Illustrations and Format
1. Provide contrast between text and pictures and their backgrounds. Black
or very dark colors on white background offer greatest accessibility. Neon
or light colors of text can be difficult to read
Make considerations related to print font and paper quality. Glossy pages can
have a glare on the page that makes visibility more difficult. Sans Serif
fonts with a minimum font size of 12 are more accessible. Some examples
of Sans Serif fonts include Arial, Verdana, and Calibri, among others
Page layout is considered and is accessible for the intended audience (further
information is available in the ability/challenge-specific criteria)
Characters with Differing Abilities
1. Are presented as whole human beings
2. Are involved with others who have disabilities as well as with children who
have no disabilities.
Criteria Specific to Abilities and Challenges
Picture Books for Children with Perceptual or Cognitive Disabilities
Perceptual and cognitive disabilities may occur in populations with intellectual
challenges, autism, learning disabilities/learning differences, and cerebral palsy, among
other challenges.
There should be a “oneness of mood, plot, character, harmony between picture and
story, or harmony between picture and detail.” (Luchow, 1972*)
Text and pictures should be compatible and free of discrepancies.
There should be many simple, clear, uncluttered illustrations. Illustrations should have
organization. Colors should be vivid with strong contrast and well-defined spaces.
Strong, heavy lines enable the child to perceive the relationship between the picture’s
foreground and background.
Realistic stories, pictures and photos that are geared to the child’s developmental level
are preferred.
Illustrations should provide redundancy and reinforcement.
Print should be in a font with easily distinguished shapes, in 18 point or larger, and in
bold print.
There should be adequate white space between letters and lines and strong contrast
with the background.
Lines of print should be parallel to the bottom of the page.
There should be minimal glare on the page.
Picture Books for Children with Print Disabilities
Children who have difficulty using print materials include those who have legal
blindness or low vision, color blindness, profound deafness with American Sign
Language as the first language, and some learning disabilities. Some children may
need audio-recorded books, Braille, or other special formats, including descriptive
videos.
Print should be in a font with easily distinguished shapes, 18 point or larger, and in bold
print.
There should be many simple, clear, uncluttered illustrations with vivid, contrasting
colors and well-defined spaces. Illustrations should have organization. Strong, heavy
lines will enable the child to perceive the relationship between the picture’s foreground
and background.
There should be adequate white space between letters and lines and strong contrast
with the background.
There should be minimal glare on the page.
Picture Books for Some Children with Profound Hearing Loss
Children who use American Sign Language as their first language may need books that
meet some of the criteria for children with perceptual or cognitive disabilities and/or print
disabilities. They may not be able to read at their age level.
Stories and illustrations should be appropriate to their developmental level.
There should be unity and harmony of story and illustrations.
Illustrations should provide redundancy and reinforcement.
Print should be in a font with easily distinguished shapes, 18 point or larger, and in bold
print.
There should be adequate white space between letters and lines and strong contrast
with the background.
Lines of print should be parallel to the bottom of the page.
Captioned videos may be useful.
Books and Other Materials for Children with Tactile/Kinesthetic Disabilities
Children with tactile/kinesthetic disabilities may include those with disabilities such as
spinal cord injury, cerebral palsy, Down syndrome, and autism
Some children with autism have an intense aversion to touching certain textures, even
soft toys. Others are highly attracted to touching certain textures. One must be aware of
these aversions or attractions and honor the child’s needs
Materials should be:
1. Safe, considering the developmental age* of the child. For example,
avoid toys with small overly heavy pieces for very young children. *The
developmental age of the child may differ from the child’s chronological
age. In such cases, select materials that are suited to all needs of the
child. Consider the importance of the child’s chronological age as well,
and offer materials that respect it
Developmentally appropriate
Appropriate for the child’s physical abilities and should provide for the child’s
personal control
Sturdy, durable, and easy to clean and maintain
Light weight and easily grasped and easily handled
Possibly larger than average, but not too large to manage
Attractive
Stimulating
Materials should offer:
Adaptive switches, handles, straps, etc. as needed
Easily identifiable features (e. g., switches, buttons)
Opportunities to encourage social development and interaction
Texture, shape, color, sound (that is, all communication modes) and should
communicate information effectively
Communication modes that are matched to the abilities of the child
Criteria for Auditory Resources
1. High quality literature should be used. For example, there should be a rich
plot, memorable theme, etc.
The story should be exciting enough to keep the reader’s/listener’s attention
“Read Aloud” quality
Good, descriptive narrations that are not dependent upon illustrations
The recording
Sound effects and background music should enhance, rather than detract
from the story. Background sound should not interfere with understanding
the words
Page turn indicators should be even paced throughout the recording and
allow enough of a pause for page turning
The tone of the page turn indicators should be clear and distinct but not too
distracting
The emotional, intellectual, and social level of the audience should be
considered (for example, length of story, developmental age and
chronological age)
The narrator should have a medium to low pitched voice
Standard pronunciation is more appropriate than the use of dialects, unless
the story calls for them. When dialects are used, they should not be so
strong that it is difficult to discern the meaning
A quality sound/video recording should be used. Use proper equipment in a
soundproof area when creating a recording.
Instructions for use should be provided when appropriate
The full citation for the book and the name of the narrator should be included,
and it should be easy for the listener to tell whether the recording is
abridged or unabridged.
Criteria for Selecting Books for Adults and Teens with Cognitive Challenges
Note: These criteria emphasize materials at the lowest reading levels. Some adults with
Cognitive Challenges can read at higher levels.
Appeal:
The book as a whole has potential appeal to adults.
Content and Typography:
The content could interest adults. If children appear in the story, the focus is not on
them.
The print is fairly large, with plenty of space between words and lines.
There are only a few words on each page with good contrast between the print and the
background.
The type font uses the most familiar shapes of letters, and there are few, if any serif
fonts. Whenever possible, Sans Serif fonts should be sought and utilized, as they
increase usability and accessibility for all users, including those without disabilities.
Photographs, Pictures, and Other Illustrations:
If people are pictured, only adults or both children and adults are represented.
Ideally, the pictures include people of all ages, both sexes, and a mix of cultural groups.
Illustrations are realistic, bright, colorful, and clear.
Photographs are colorful with high-quality reproduction and good contrast with minimal
glare.
Special Considerations:
Some books written at a higher reading level may be suitable if the content is sufficiently
interesting to attract beginning readers and challenge them to learn new vocabulary and
concepts.
Wordless picture books often have excellent potential if the pictures are not too babyish.
Datedness:
Unless the story’s setting is historical, hairstyles, fashions, and cars pictured should be
contemporary.
Books on looking for jobs and managing money should be recent enough to present
realistic examples.
Subtle Messages:
Some books give subtle clues that they are intended for children (e. g., in one book the
text reads, “It helps you grow. It makes you strong.”
The covers of some books carry series titles like “Junior World Biographies,” spines
may be labeled “Chelsea Juniors,” dust cover notes may refer to children.
Some otherwise appropriate books include “notes to Parents” or “Notes to Teachers.”
Usually, “Juvenile Literature” appears in the subject heading provided with the
Cataloging-in Publication (CIP) information.
*For more detail, see Walling, L. L., & Cruce, M.M. (1995). Recreational Reading for
Adults with Mental Retardation. In Walling, L.L., & Irwin, M. M. (Eds.), Information
services for people with developmental disabilities: The library Manger’s handbook
(pp.197-209). Westport, CT: Greenwood Press
Additional Resources on Evaluating Materials for Accessibility
Children’s Literature and Disability Resources (http://www.parentcenterhub.org/nichcyresources/)
Nine Ways to Evaluate Children’s Books that Address Disability as Part of Diversity
(http://www.libraryweb.org/images/NineWays.pdf)
Youth with Special Needs: A Resource and Planning Guide for Wisconsin Public
Libraries (http://pld.dpi.wi.gov/pld_ysnpl)
This is a very useful resource for planning library services.