This article reports on the contributions of perceived competence in information and digital skills, perceived competence in reading, and the disposition to read for enjoyment to actual performance in an information and digital literacy knowledge and skills test among 1272 eighth grade students in 20 states who participated in the study. The data support the importance of affective correlates to information sikills and digital technology knowledge, including the disposition to read for enjoyment, which is emphasized in the new American Association for School Librarian's (AASL) Standards for the 21st Century Learner. The study is grounded in Self-Determination Theory (SDT) and is part of a larger investigation on digital and information literacy and 21st Century dispositions for learning. Implications for curriculum design are discussed.