The exponential growth of Persian language acquisition among non-native speakers has intensified focus on the integration of literary texts into language pedagogy. In particular, teaching modern Persian literature necessitates attention to narrative texts, which are central to the evolving forms of expression and cultural meaning in contemporary Persian storytelling. This chapter contributes to this broader effort by offering an evaluative framework that supports the effective selection and use of instructional materials, including those featuring narrative structures aligned with the themes of narration and narratology in modern Persian literature. This shift in pedagogy calls for a rigorous and structured approach to evaluating educational resources, especially given the notable lack of comprehensive assessment tools for literature instruction in this domain. This chapter presents the development and validation of a specialized evaluation rubric—the Literature Instruction Textbooks Evaluation Rubric (LITER)—designed to assess literature teaching materials in foreign language contexts. The process involved five key stages, resulting in a multidimensional framework with 13 primary indicators operationalized through 66 distinct items. These dimensions encompass pedagogical effectiveness, sequencing of literary content, textual analysis, integrated language skills, instructional strategies, and the development of literary competence. The rubric’s psychometric soundness was established through construct validity testing and reliability analysis using Cronbach’s alpha. A representative sample of 41 Persian language instructors specializing in non-native speaker education was selected via probabilistic random sampling. Statistical results confirmed strong validity and high internal consistency, supporting the rubric’s reliability as an evaluative tool. This study offers a theoretically informed and data-driven resource that fills a critical gap in Persian language instruction. Beyond its practical utility, it contributes to broader theoretical conversations on literature pedagogy and supports enhanced instructional practices in Persian language programs worldwide. The exponential proliferation of Persian language acquisition among non-native speakers has precipitated an intensified focus on the integration of literary texts in language pedagogy. This paradigmatic shift necessitates a methodologically rigorous approach to educational resource evaluation, particularly given the conspicuous absence of comprehensive assessment instruments for literature teaching-materials in this domain.