America’s 17,000+ public libraries play an important role in shaping how children understand the world. To fulfill this important responsibility, libraries are required to be neutral and unbiased in assembling their collections. In addition, libraries must ensure that their collections provide not only diverse viewpoints but also accurate, age-appropriate accounts of histories and experiences.But many children in Pre-K through Grade 8, who should be provided with historically accurate books about the Jewish people and Israel, encounter library collections that contain numerous books that falsely depict Israel and misrepresent what Zionism is. These collections offer limited context about the Jewish people’s ancient and continuous connection to the Land of Israel, the origins of Zionism, the establishment of the modern State of Israel, and the diversity of Israeli society. 

Israel should be represented in children’s books about nations and cultures as the sole Jewish nation-state, rather than appearing primarily as a focus of political conflict. Books that accurately define Zionism as the Jewish national movement for self-determination in the Jewish people’s homeland are underrepresented in collections. Also, the contributions of the Jewish people, for example, in providing the bible-based moral codes that are embedded in the most revered documents of America’s founding are often overlooked.

Children need opportunities to learn about Jewish communities worldwide, including the histories of Jews displaced from Arab and Muslim countries, and the contributions of Israelis from diverse backgrounds, encompassing Middle Eastern Jews and Ethiopian Jews. In addition, the contributions of Druze, Bedouin, and Arab citizens are vital for complete understanding of Israel’s diverse society. 

When these subjects are missing or inadequately addressed, children are left with distorted and incomplete understanding of Israel and of Jewish history. Too often, books with political agendas portray Israelis primarily as soldiers or participants in conflict, rather than as individuals with varied lives and experiences, denying readers the opportunity to delve into the intricate tapestry of Israeli society.

Concerns about the impact of libraries extend beyond the books on the shelves. Libraries are often centers of formal art or photographic exhibits, which can convey partisan political views. There are also displays highlighting specific books as well as community programming that reinforce incomplete or biased narratives. 

A measure of the partisanship that’s taken hold in some instances have been the calls to boycott Jewish authors and cancel Jewish author events. 

All these concerns underscore the need for the Balanced Collection Library Project.

The Mission: Reality and Fairness Through Balanced Collections

The project’s mission is to ensure that children in Pre-K through Grade 8 have access to high-quality, age-appropriate books that foster literacy and deepen their understanding of the history, traditions, and identity of the Jewish people and the State of Israel as part of the world’s diverse peoples and cultures.

The objective is to help public libraries address gaps in their collections and programming by making historically accurate books about Jewish history, Zionism, Israel, and Israeli society more accessible to children and families.

This is not a call to remove books or restrict access to ideas. It is a call to expand access to historically-grounded materials and ensure that Jewish and Israeli experiences are represented alongside other perspectives. Books explaining Jewish history, Israel’s founding, the Jewish people’s connection to their ancestral homeland, and the diversity of Israeli life belong in public libraries.

A balanced collection is one in which children can encounter different perspectives without losing sight of historical facts, essential context, or the experiences of the people being discussed.

Library Ethics and the Responsibility to Represent

The Balanced Collection Library Project builds on established principles of intellectual freedom and balanced collection development.

The International Federation of Library Associations and Institutions (IFLA), in its Code of Ethics for Librarians and Other Information Workers (2012), states:

“Librarians and other information workers are strictly committed to neutrality and an unbiased stance regarding collection, access and service. They seek to acquire balanced collections.”

Article I of the American Library Association’s (ALA) Library Bill of Rights states:

“Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation.”

These principles support intellectual freedom and access to a range of ideas. They also provide a foundation for asking whether collections adequately represent the histories and experiences of the communities they serve.

Including books about Jewish history and Israel does not require excluding other perspectives. Rather, it ensures that Jewish identity, the Jewish people’s connection to their ancestral homeland, and the experiences of Israelis receive meaningful representation within collections intended to serve everyone.

Recognizing Gaps and Potential Bias

Based on research by the Foundation for Truth About Israel ((FTIsrael)), there are specific indicators for reviewing children’s books that contain content related to Israel or the Israel/Palestinian conflicts. Parents, educators, librarians, and community members should consider whether a book:

• Omits Israel from maps or replaces its name entirely with “Palestine.”
• Minimizes or excludes the Jewish people’s historical and indigenous connection to the Land of Israel, including relevant biblical, archaeological, and historical evidence.
• Presents Zionism as “colonialism” while omitting its origins as a Jewish national movement for self-determination and its role in resisting British colonial rule.
• Portrays Palestinians exclusively as victims or lacking agency, omitting missed opportunities to find a peaceful solution to their conflict with Israel.
• Depicts Israelis primarily as soldiers, settlers, or military figures rather than as people living in a diverse, complex and rich culture.
• Omits the freedoms enjoyed by all Israeli citizens of every background, and fails to contrast this freedom with the repressive characteristics of surrounding states.
• Omits the ethnic and religious diversity of Israeli society.
• Omits or minimizes the histories of Jewish communities expelled or displaced from Arab and Muslim countries. Many books give a falsely rosy description of Jewish life in these societies, failing to outline the discrimination and threats Jews encountered.
• Dismisses or ignores the Jewish people’s right to national self-determination.

These indicators should prompt further examination of the suitability of the book. While it is not required that a book cover every aspect of Jewish history or Israel, it may focus on one or a few events or questions, but its claims must still be factually supported. Its presentation should provide context for its intended readers, and the library’s collection should offer access to other relevant and accurate histories and perspectives.

A Practical Guide to Community Action

Parents, educators, librarians, authors, and community members can help strengthen local library collections through informed, constructive advocacy.

1. Review the collection

Survey print and digital materials for Pre-K, elementary, and middle school readers. Assess whether the collection adequately represents:

• Jewish history, identity, and traditions.
• The Jewish people’s connection to the Land of Israel and the origins of Zionism.
• The founding and development of modern Israel.
• The diversity and everyday experiences of Israeli society.
• Jewish communities around the world, including the histories of Jews displaced from Arab and Muslim countries.
• Historical perspectives supported by reliable evidence.
• Israel among the world’s nations: Ensure that collections about world geography, nations, and cultures include factually based, age-appropriate books about Israel’s history, people, and cultural diversity.

Also review relevant book displays, posters, exhibits, and library programs. 

2. Recommend high-quality books

Foundation for Truth About Israel (FTIsrael) researches and curates PreK-8 books for the purpose of guiding the public in identifying quality literature representing Israel and Jewish history connected to the land, to recommend. Use the annotated FTIsrael list of books recently published within the past 4 years.    

Also available to consider is a wider FTIsrael list that includes older titles which are worthwhile, timely and relevant and provide valuable, age-appropriate content about Jewish history, Zionism, Israel’s founding, Israeli culture and society, Jewish life worldwide, and Israel’s scientific, cultural, environmental, and humanitarian achievements. To request either or both of the Pre-K–8 book lists, please complete this contact form.

Where possible, consult knowledgeable educators, historians, librarians, and other organizations specializing in Jewish children’s literature. Organize recommendations by grade level and if possible, make sure you can explain clearly how each title contributes to the library collection.

Public libraries typically have procedures for patrons to recommend new titles for acquisition. Use these processes to submit specific books for consideration, including publication details, age or grade-level recommendations, and relevant professional reviews or expert recommendations to help librarians evaluate the titles.

3. Prepare before approaching the library

If the library is not acting on book purchase requests, it is important to review its collection development policy, acquisition procedures, donation guidelines, and established process for raising concerns about books or programming.

It is important to document gaps and to identify specific titles for purchase as well as gathering relevant book reviews, historical references, and expert recommendations to support proposals.

4. Engage librarians and trustees

Request a meeting with the librarian responsible for children’s collections. Discuss identified gaps, the importance of accurate historical context, and opportunities to expand representation of Jewish history and Israel.

Review journals such as School Library Journal, Kirkus Reviews, and Publishers Weekly to help identify titles, but their reviews may not address any or all issues of historical accuracy, and some very worthwhile books receive little review coverage. Consulting subject-matter experts can provide additional insight.

If concerns remain unresolved, approach the Library Director or Board of Trustees respectfully, using specific examples and established library procedures.

5. Expand educational programming

Work with libraries to offer author visits, Jewish holiday programs, cultural celebrations, art exhibitions, Israeli music and dance, Israeli authors and educational presentations on Jewish history.

Displays and programs can highlight the experiences of Mizrahi, Sephardi, and Ethiopian Jews, as well as Druze, Bedouin, and Arab citizens of Israel. Commemorations such as Jewish American Heritage Month, Hanukkah, Passover, Jewish Book Month and Yom Ha’atzmaut provide opportunities to introduce children and families to Jewish history, traditions, and Israeli life. You can also share and discuss How Libraries Can Support Jewish Patrons, Communities, and Authors with library staff and administration. This guide was specifically created for libraries by the Association of Jewish Libraries (AJL) and The Artists Against Antisemitism (AAA).

The aim is to provide engaging educational opportunities that broaden understanding, rather than simply responding to problematic materials or events.

6. Address barriers to access

Even when suitable books have been identified, they may be difficult to obtain. Some titles are not carried by library vendors, purchasing may not keep pace with patron demand, and selectors may be unfamiliar with newer publications about Jewish history and Israel.

Community members can ask libraries to investigate alternative suppliers, expand purchasing options, and consider additional copies when lengthy hold lists indicate sustained demand. Sharing annotated book lists can also increase awareness of titles that might otherwise be overlooked.

These steps help address practical barriers that can limit access to historically accurate books, regardless of intent.

Children Deserve Access to Complete and Accurate Information 

Children should have opportunities to learn about the Jewish people and Israel through books that reflect their history, identity, and experiences. Jewish children deserve to see their heritage represented, while children from other backgrounds deserve access to an informed understanding of Jewish history, Zionism, and Israeli society.

The Balanced Collection Library Project offers a practical way for communities to advance these goals. By identifying gaps, recommending books, engaging library professionals, and expanding educational programming, community members can help public libraries better fulfill their commitment to balanced collections.

The goal is not to silence one perspective, but to ensure that Jewish history and Israel are not defined by a limited range of narratives. Public libraries can uphold intellectual freedom while making historically accurate, age-appropriate materials accessible to every child.

The work begins locally: one collection review, one recommended book, and one constructive conversation at a time.

If you have questions, want to join the effort, or need guidance on surveying your local library’s collection, please contact us at: [email protected].