Technological advances in the 21st century have led to a powerful information landscape where successfully managing one's personal information grows ever more complex. Personal Information Management (PIM) is the field of study dedicated to the activities people engage in to organize their information so that they can find an item again when they need it. Schoolwork, medical records, photographs, and other meaningful documents are increasingly digital, yet PIM is not present in the standards of Information Literacy (IL). Situating PIM Literacy within the sociocultural New Literacies theory, I explored secondary school students' PIM practices and how youth make sense of those practices as Discourse--what do they communicate through multiple sign-systems about PIM, and how do PIM practices relate to their identities (who they believe they are). In this phenomenological mixed-methods study, after an initial survey of secondary school participants, I conducted two phases of interviews--think-aloud guided tours of participants' personal information places (e.g., Google Drive) and arts-based interviews of participants' drawn perceptions of PIM. This study addresses the dearth of PIM research with youth, exploring the context of secondary school academic information management and the nature of participants' extracurricular PIM practices. Findings highlight developmental aspects of human information behavior and indicate directions for the development of K-12 PIM Literacy, a necessary competency for high school graduates if they are to successfully participate in the digital age. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]