This study examines affective aspects of personal information management (PIM), which is a basic need in the digital era, characterized by overflow of information. Our basic assumption is that affective aspects accompany the PIM experience. We examined 32 narratives of preservice teachers who chose PIM among 7 digital literacies as a significant literacy for their academic learning. These narratives were analyzed qualitatively and quantitatively according to a conceptual framework developed for this study. Findings show that PIM processes are accompanied by powerful emotions and perceptions. Additionally, differences were found between PIM-literate and illiterate preservice teachers in characteristics of PIM as well as affective aspects. Conclusions indicate a need to strengthen PIM literacy of these students as future teachers, in order to support their learning processes and improve the quality of their work as educators.