Digital Literacy and Reading Skills as Determinants of Digital Reading Behaviour among Library and Information Science Undergraduates in Kwara State,

Abstract

Digital reading is gaining prominence among students due to the rapid evolution of digital resources and tools. This study investigated digital literacy and reading skills as determinants of digital reading behaviour among 400-level Library and Information Science undergraduates in three universities in Kwara State, Nigeria. A descriptive correlational survey design was employed, and the entire population of 520 students was studied using total enumeration. Data were collected using a validated, researcher-designed questionnaire with reliability coefficients of 0.848 (digital literacy), 0.717 (reading skills), and 0.832 (digital reading). Out of the distributed instruments, 387 (73.53%) were duly completed and analysed using Pearson Product-Moment Correlation and multiple regression. Findings revealed a very strong, significant positive relationship between digital literacy and digital reading (r = 0.876, p = .000), leading to the rejection of Ho1. Similarly, reading skills showed a strong, significant relationship with digital reading (r = 0.793, p = .000), thereby rejecting Ho2. Jointly, digital literacy and reading skills demonstrated a strong predictive relationship with digital reading (R = 0.876; R² = 0.768), indicating that 76.8% of the variance in digital reading behaviour is explained by the two predictors. The regression model was statistically significant (F = 634.739, p = .000), thus rejecting Ho3. Coefficient results further showed digital literacy as the strongest predictor (B = 1.171, β = .954, p = .000), while reading skills had a non-significant negative contribution (B = –0.128, β = –.085, p = .176). The study concludes that digital literacy is the most critical determinant of digital reading behaviour, underscoring the need for enhanced digital skills training within LIS curricula.