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The LIS educators need adequate and accurate knowledge of information to enhance effectiveness as well as productiveness of their teaching profession, most especially as a result of the emergence of ICT in library and information studies. In line with this, knowledge sharing practice for knowledge retention and growth was investigated among the LIS educators in Akanu Ibiam Federal Polytechnic Ebonyi State. A simple random sampling technique was used to select 32 respondents who represented the sample size for the study. Data was obtained through the use of a structured questionnaire. Frequency counts, percentages, means, standard deviations and PPMC were used for data analysis. Findings revealed that 68.8% of the respondents were male and 31.3% female, 59.4% were Senior Lecturers and 65.6% were between ages 40 to 49 years. Majority (87.5%) of the respondents shared professional knowledge and exchange research knowledge and out-put, while 78.2% shared knowledge for career development. On the other hand, 100%, 90.6%, and 59.4% were not sharing knowledge relating to family issues, experiences, methods of teaching and ICT related issues. However, 100% of the respondents realised the importance of knowledge sharing in their department as they shared knowledge during departmental meetings, seminars, workshops, interpersonal interaction and also encouraged their students to share knowledge among themselves. Sharing knowledge with colleagues improved knowledge retention of the respondents (93.8%), and Knowledge sharing built their assimilation skills (78.2%). Furthermore, 87.5% of the respondents were able to apply the knowledge gained from interaction with their colleagues to their professional routine. This built the growth of their information acquisition, confidence and ability to withstand educational related activities, including the respondents’ productivities in teaching and research output (68.7%). Disinterest to get engaged in debate sessions about the specialized fields of Library and Information Science (68.8%) and lacked of cooperation among the faculty members, dissimilarity of the level of knowledge and experience between the faculty members (62.5%) is affecting their knowledge-sharing practice. PPMC revealed that knowledge sharing significantly (p