EDUCATIONAL QUALIFICATION AND EXPERIENCE AS CORRELATES TO DIGITAL LITERACY AND INFORMATION ACCESS AMONG LIBRARY AND INFORMATION SCIENCE EDUCATORS IN UNIVERSITIES IN SOUTH-SOUTH NIGERIA

Purpose: This study was carried out to investigate the relationship between educational qualification and experience as correlates of digital and information access among library and information science educators in universities in south south Nigeria. Design/Methodology/Approach: The correlational research design was adopted for this study. Four objectives and four research questions and four hypotheses were formulated to guide the study. 181 LIS educators were used to gather data for the study. The questionnaire and cognitive test were the main instruments for data collection. Data was analysed using Pearson product-moment correlation and t-test correlation test on SPSS. Findings: The study found a weak positive link between educational attainment and information access (r =.163, p <.05), but not with digital literacy. Professional experience was slightly associated with digital literacy (r =.146, p =.050) but not with information access. Advanced education and longer service years may have certain benefits, but they do not predict digital literacy or equal information access in this professional environment. Implication: The study emphasises the necessity of ongoing professional development, institutional support, and specialised training for LIS instructors to reduce digital skill gaps. Originality/Value: Policy and institutional solutions that promote digital inclusion and literacy regardless of background or experience are recommended. The study adds to the discussion on digital equity in universities and highlights the nuanced role of socio-demographic factors in defining digital competence amongst information professionals. Keywords: Digital Literacy, Information Access, Educational Attainment, Professional Experience, Library Educators, South-South Nigeria. Paper type: Empirical research