DIGITAL LITERACY SKILLS FOR ACCESS AND UTILIZATION OF ONLINE INFORMATION RESOURCES AMONG STAFF AND STUDENTS OF COLLEGE OF EDUCATION AKWANGA NASARAWA STATE, NIGERIA

This study examines the digital literacy skills essential for accessing and utilizing online information resources among staff and students at the College of Education (COE) Akwanga, Nasarawa State, Nigeria. Despite institutional investments in electronic resources, low usage persists, prompting an investigation into underlying challenges and skill gaps. A cross-sectional survey design was employed, with data collected via the Staff and Student Digital Literacy Skills for Access and Utilization of Online Information Resources Questionnaire (SSDLSAUOIRQ). A proportional random sample of 398 participants (staff: 55; students: 343) was drawn from a population of 7,990. Descriptive statistics and logistic regression analysis revealed critical findings: (1) Key challenges include inadequate internet accessibility (mean=3.9), lack of conducive learning environments (mean=3.8), computer anxiety (mean=3.7), and insufficient training (mean=3.6); (2) Logistic regression identified computer/internet experience (OR=1.89, p=0.002), training (OR=1.66, p=0.007), positive attitudes toward technology (OR=2.02, p=0.042), and utilization of online resources (OR=1.10, p=0.006) as significant predictors of digital literacy. The scale demonstrated high reliability (Cronbach’s α=0.872). Results underscore systemic gaps in infrastructure, pedagogy, and support, hindering effective engagement with digital resources. The study concludes that institutional interventions—including targeted training programs, curriculum modernization, and improved infrastructure—are imperative to enhance digital competencies. Recommendations advocate for collaborative efforts among college management, government agencies, and library vendors to address technophobia, expand internet access, and align practices with global educational standards. This research contributes to discourse on digital equity in Nigerian higher education and offers actionable strategies for