When delivering children’s books and educational resources into low-income and remote environments experiencing resource poverty, questions around how best to translate a text have a unique relevance. Emerging readers in these communities already often experience linguistic complexity, such as a disconnect between their mother tongue and the national language of education instruction. Introducing poorly translated materials into the literacy education of someone who is already struggling with basic language decoding does little to improve their capacity to learn. So, what does a ‘good’ translation look like? This paper surveys academic and NGO research activities in support of Library For All’s approach to translation within the challenging conditions of remote and low-income communities.