YEREVAN, Armenia — Under the guidance of adjunct lecturer Mimi Zarookian, students in the Spring 2025 Children’s Literature course at the American University of Armenia (AUA) have produced an impressive collection of original children’s books, currently on display at the AGBU Papazian Library.
This year’s cohort brought exceptional depth to their projects by drawing inspiration from their own lives. Many stories emerged from real emotions, childhood memories, and local settings, thus making the books not only imaginative but also deeply relatable and socially relevant.
Most students focused on themes such as identity, emotional growth, and memory, while one student, Lana Melikyan (BAEC ’26), addressed disability and inclusion in a particularly thoughtful way. “It was the absence of something that inspired me to create what I realized was missing both in my mind and, it seemed, in Armenia as a whole: a tactile book for blind or visually impaired children,” she remarked.
After writing the text, Melikyan translated it into Braille and manually punched each hole to ensure readability. The story journeyed down a garden path made of jute, with sensory textures guiding readers through unfolding, jute-linked pages — an exceptional multisensory experience that reflects a strong commitment to accessibility. Her project stood out for its engagement with disability and demonstrated a nuanced awareness of children’s diverse developmental needs.
“During my research, I came across some incredible international NGOs specializing in the creation of tactile books. With my deep love for bookmaking and crafts, this felt like the perfect opportunity to create something meaningful. It became clear to me that the book had to be multi-sensory — not just based on touch — and equally engaging for all children,” she said, adding, “So I began to design each page — writing the text in both Braille and English, and selecting materials that would offer a range of sensory experiences, support coordination, and motor skill development for both sighted and visually impaired children.”
Another standout book was authored by Maria Tumanyan (BAEC ’26), whose story follows a little girl named Little Star living in an empty town and longing for friendship. Inspired by Tumanyan’s own hometown of Spitak in Armenia’s Lori region, the story subtly addresses internal migration and the emotional impact of regional abandonment. “Once, I was walking in my hometown and wondering how the streets were getting more and more empty. That was my initial idea to write about internal migration and abandonment of the regions in Armenia,” she shared.
Her younger sister served as the inspiration for — and the illustrator of — the main character, with friends and family supporting the creative process. While the book was structured as a poem and written in English, Tumanyan expressed interest in eventually translating it into Armenian, despite the additional challenge of preserving the rhyme and tone.
“Prior to embarking on this journey, I never thought I would be able to write a piece of children’s literature,” shared Lilit Virabyan (BAEC ’25), another student who took the course. Her final project took the form of a detective story. “My book ended up reflecting my preferences — it evolved into a quirky mystery picture book featuring whimsical talking animals. Character creation is something I gravitate toward,” she explained. She also felt it was important to include lessons for both children and their parents, which inspired the conflict between the main character, Areg, and his father.
The Children’s Literature course invites students to explore a wide range of texts and themes. It covers genres such as picture books, fantasy, poetry, nonfiction, and fairy tales, while analyzing how stories shape personal identity and cultural values. Students study critical theories, narrative structure, and visual storytelling, and reflect on how literature influences childhood development. For their final assignment students create a complete book — text and illustrations — blending academic learning with creative exploration.
Reflecting on the project’s challenges, students noted that time management was key. “We had over two months to create our books — it might seem like a lot of time, but with all the drafts, illustrations, and other courses, it was hard to keep up,” said Tumanyan. Still, she described the course as “one of the best projects and courses I took in the span of three years at the University.” For Melikyan, the biggest challenge was designing a book without access to the very group it was intended for. “But this now presents itself as an opportunity, full of potential and unknowns to be explored and embraced — something I intend to do,” she noted. “Doing something that did not come naturally to me made me appreciate my own style and writing preferences more,” said Virabyan. “I certainly feel more comfortable as a writer now that I have more experience, even if I never end up writing in this genre again.”
“Well written children’s books allow young readers to explore and make meaning of the world around them. They act as a vehicle to spark imagination, find ways to solve problems, connect with characters and situations, and ameliorate feelings that they may not even be able to identify. Moreover, stories allow children to think and reflect about sensitive themes that may otherwise be difficult to discuss. Children’s books have the ingredients to not only shape mindsets but to develop personal and social values that impact the fabric of a society,” reflected Zarookian, who expressed deep admiration for the creativity and thoughtfulness her students brought to their projects.
Looking ahead, Melikyan shared, “My project still lives with me: I’ve taken it further by applying to the Social Impact Award incubation program, hoping to turn it into a social enterprise that creates real impact.” Tumanyan also expressed a desire to continue her creative journey, “I would love to continue writing children’s books. It is one of my favorite genres. I want to continue developing my story as it ends with no clear solutions.”
As some students look ahead to further developing their projects, one message is clear, this year’s student-authored books reflect a growing understanding that literature can be a powerful vehicle for empathy, imagination, and social reflection. Through their work, students demonstrated not only their creative capabilities but also a meaningful engagement with the educational and emotional needs of young readers.
Founded in 1991, the American University of Armenia (AUA) is a private, independent university located in Yerevan, Armenia, affiliated with the University of California, and accredited by the WASC Senior College and University Commission in the United States. AUA provides local and international students with Western-style education through top-quality undergraduate and graduate degree and certificate programs, promotes research and innovation, encourages civic engagement and community service, and fosters democratic values.
