Knowledge management in the archival discipline and conceptual access to digital primary source material employed in the classroom offer a number of challenges to formal learning: anytime, anywhere access, improved motivation, opportunities for independent learning, integration of information and communication technology (ICT) tools, and increased parental engagement. Still, the key issue remains: do these benefits create more opportunities for students to “construct” their learning? This paper seeks to identify the extent to which these two components of knowledge constitute effective tools used in two cohesive areas within the realm of formal educational programs: • to support access to and use of archival digital content by educators • to assess the forthcoming benefits for teaching personnel and students