Present information science literature recognizes the importance of information technology to achieve information literacy. The authors report the results of a benchmarking student survey regarding perceived functional skills and competencies in word-processing and presentation tools. They used analysis of variance and regression analysis to analyze the mean differences between two information domains and the determinants of perceived and desired competencies. The study supports previous research findings that highlight the need to infuse software-application productivity tools and the collaboration competency into the higher education academic curriculum to enhance information literacy. Practical implications and research directions are discussed. (Contains 8 tables and 2 figures.)