Abstract
Much academic library instruction focuses on teaching students to search strategically. However, the same approaches may not apply when teaching how to explore a digital archive. In order to develop appropriate instructional design, the authors conducted an exploratory study of their students reflections on initial classroom experiences with a digital archive. This study pilots a novel application of Lennart Björneborn's 2017 framework for serendipity to identify combinations of personal factors which enabled students to improvise affective experiences into follow-up research actions. This article offers both (1) notes for coding applications of Björneborn’s framework and (2) suggestions for instructional design centering serendipity in archival exploration.
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