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This bibliography was compiled for the purpose of identifying and reviewing literature relevant to the topic: "Utilization and Dissemination in all Fields of Knowledge." The six sections of the bibliography are: I. Explanatory Notes; II. Procedures Used to Establish Relevance for Inclusion; III. Major References Screened; IV. The Research Staff; V. Bibliography (Items entered during original literature review, 1967-1969. Listed alphabetically); and VI. Supplement (Items entered after 1972. Listed alphabetically). (DB)

This project was designed to meet the following two objectives: (1) to produce a manual for educational knowledge linking change agents, and (2) to develop plans and designs for the training of educational knowledge linking change agents. This final report of the project consists of three sections, as follows: Section I. History of the Project--Background and Rationale; How the Guide Was Created: Cycles of Development; and The Evolution of Change Agent Training Strategies and a Manual for Change Agent Training Design; Section II. Evaluation of the "Guide" (Prototype #2) by 115 Change Agents--The Reviewers; Responses to the Review Form (Appendix A: Letter of Invitation to Potential Reviewers of the "Guide" [Prototype #2]; Appendix B: Form for Background Information on Reviewers; Appendix C: Reviewer Questionnaire and Cover Letter); and Section III. Evaluation of CECAT Based on Post-Conference Reactions of Participants--Background Readings; Printed Conference Materials; Conference Activities; Post-Conference Action Possibilities; and Future Need of Conference Related Materials; and Appendix A: CECAT (Conference on Educational Change Agent Training) Evaluation Form. A bibliography is provided. (For related documents, see ED 056 256, 258, and 259.) (DB)

This workbook of checklists is Attachment 2 to the document "Preparing Knowledge Linking Change Agents in Education: A Materials and Training Development Project," see ED 056 257, and should accompany Attachment 1, "A Guide to Innovation in Education." The nine checklists in the workbook are as follows: (1) Over-all Management of a Change Project; (2) Preliminary Self-Assessment and Role Definition; (3) Who Is the Client?; (4) Linkage to the Client: How Good Is Your Relationship?; (5) Diagnosis of the Client's Problem; (6) Awareness and Retrieval of Information Resources; (7) Choosing the Solution; (8) Gaining Acceptance; and (9) Insuring Continuance. (For related documents, see ED 056 257, 258, and 259.) (CK)

This work provides a framework for the design of programs to train change agents in the skills of helping and of resource utilization, and presents some alternative models of such training programs. The organization of the training guide is as follows: Part I is concerned with outlining the principal content areas that relate to the concept of change agent from a variety of perspectives; Part II and III provide some suggestions on how to select training goals and what principles to include in a good training design; Parts IV thru VI suggest how model training programs could be put together for various types of objectives-- Part IV provides a framework with eight design features that should be incorporated in any viable plan, and suggests how such an outline can be used to develop training programs to meet various objectives, Part V presents outlines of several potential programs generated by conference task force groups, and Part VI presents a training model worked out for a particular type of role in detail (change agents in state education agencies). The total volume contains a number of ideas, suggestions, frameworks, principles, and tactical detail as several levels of specificity applicable to a wide range of change agent skills and situations, and thus should be a useful aid and reference source to trainers and training program developers. (For related documents, see ED 056 256, 257, and 258). (Author/DB)

A communication arc from A to B represents the transmission of a single message from the first system A to the second system B. What are all the ingredients of a communication arc required for the sending of a message? What compatibility conditions between these two systems must be satisfied in order for communication to take place? Further, what does each ingredient comprise and just when do these compatibility conditions work? Answers to these questions are sought through the use of the natural theoretical framework provided by graph theory. Although the discussion is restricted to a communication model, its applications extend to all real-world situations involving networks. The object of the investigation is to delineate the anatomy of a communication arc in sufficient careful detail that an arc can be recognized, synthesized, and analyzed. (For related documents, see ED 056 256, 257, and 259.) (Author)

Research studied the activities of four special units set up by four Federal agencies to handle the diffusion and utilization of their respective research products. Comparative functional profiles of each unit were first developed and revised to constitute a consensus self-portrait. Next, data on the research utilization networks of two of the units were obtained from questionnaires. Subsequently, two interface conferences were convened involving sub-samples of those surveyed in the network study. A theoretical model was then developed to describe a resource-user problem-solving dialogue within which it was possible to analyze all functions and activities of diffusion and utilization agencies. Communication network maps were drawn to depict the types and flow of information. Major findings were that: 1) research information was rarely sought in crises; 2) attitudes toward dissemination and utilization were dominated by ideologies termed "linkage", "user-centering,""Research Development" and "capacity"; and 3) the most important elements in the dissemination and utilization system which needed improvement were a) linkage, b) diagnosis of user needs, and c) planning and organization of the overall dissemination and utilization system. (Author/PB)

The introduction which precedes the two major sections of this position paper discusses the baseline and causes of educational change and some policy alternatives for Federal support of dissemination activities. Following this, part I of the body of the paper offers a statement describing the National Institute of Education's (NIE) program thrust on educational communication and resource utilization. First treated is research on the flow and fate of educational innovations, including adoption decision-making studies and tracer analysis of specific innovations. Next, attention is given to the development and testing of alternative models for NIE's dissemination and utilization program; this section has previously been listed as a separate entry (IR 000 121) with its own abstract. (PB)

Researchers neither are now, nor can they become the sole arbiters of educational change. In order for National Institute of Education (NIE) to effect change, there must be a true dialogue. In other words, the research users, parents, students, teachers, and school officials must have a chance to give NIE their ideas. While the author believes that NIE planners are committed to utilization in some sense, he is concerned that there is no coherent plan for actualizing this commitment. Although no master plan is submitted, some principles that such a plan should incorporate are proposed. (Author/JF)

This report provides a framework for understanding the processes of innovation, dissemination, and knowledge utilization (D&U) and it reviews the relevant literature in education and other fields of practice within this framework. D&U is viewed as a transfer of messages by various media between resource systems and users. Major sections analyze characteristics of individuals and organizations which inhibit or facilitate this transfer. The process is interpreted at four levels; the individual, the interpersonal, the organization, and the social system. Additional chapters analyze messages, media, phase models, and knowledge-linking roles. Models of D&U can be grouped into three perspectives: (1) "Research, Development and Diffusion", (2) "Social Interaction", and (3) "Problem Solving." A "linkage" model is proposed as a synthesis. Successful linkage is achieved when user and resource system interact collaboratively, simulating each others' problem solving behavior. Seven factors highly related to successful D&U are: (1) linkage to internal and external resources; (2) degree of structure in resource system, user, message and medium; (3) openness of user and resource systems; (4) capacity to marshall diverse resources; (5) reward; (6) proximity to resources and other users; and (7) synergy, i.e., the variety, persistence, and synchronization of messages and media. Implications are drawn for research, development, practice, and policy. (Author)

LINKING ROLES IN THE DISSEMINATION AND UTILIZATION OF KNOWLEDGE ARE INVESTIGATED. THE VARIOUS TYPES OF AGENTS LINKING RESEARCH AND PRACTICE INCLUDE--(1) THE CONVEYOR, (2) THE CONSULTANT, (3) THE LEADER, (4) KNOWLEDGE BUILDERS, (5) THE DEFENDER, (6) THE INNOVATOR, (7) PRACTITIONERS, AND (8) THE USER. THREE ISSUES CONCERNING THE INSTITUTIONAL CONTEXT OF THE LINKING ROLE ARE EXAMINED--(1) INSTITUTIONAL BARRIERS WHICH AFFECT KNOWLEDGE DISSEMINATION AND UTILIZATION, (2) INSTITUTION TYPES WHICH MOST EFFECTIVELY SUPPORT AND CONTROL LINKING ROLES, AND (3) INSTITUTION TYPES WHICH SERVE AS LINKERS. ENDEMIC PROBLEMS IN LINKING ROLES ARE SUMMARIZED IN TERMS OF OVERLOAD AND MARGINALITY. PLANNING AND ADMINISTRATION REQUIRE FOUR ACTIONS TO BUILD A FUNCTIONING SYSTEM OF KNOWLEDGE LINKERS--(1) BUILD AN INSTITUTION WHICH INCLUDES AND SUPPORTS THE REQUIRED ROLES, (2) RECRUIT CANDIDATES TO SERVE IN THESE ROLES, (3) TRAIN THESE RECRUITS TO FILL THE ROLES, AND (4) SUPPLY THEM WITH THE EQUIPMENT NECESSARY TO HELP THEM DO A GOOD JOB. THIS PAPER WAS PRESENTED AT THE UCEA CAREER DEVELOPMENT SEMINAR, CO-SPONSORED BY THE UNIVERSITY COUNCIL FOR EDUCATIONAL ADMINISTRATION AND THE UNIVERSITY OF OREGON (17TH, PORTLAND, OREGON, OCTOBER 22-25, 1967). (HW)

This article discusses one conception of how information centers can relate to the educational process. The core concept is that of the media or information professional who would be the essential ingredient of a vastly enlarged and upgraded notion of knowledge service. (Author)

Change agents are those who introduce innovations into a society or organization. Their function and method has been studied in various cultures and professions, and this book applies those findings to schools. It is addressed both to administrators and to "change agents working from below." After presenting four case studies of change agents in action, it uses illustrations from those cases to explain the six stages of planned change: building a relationship between client and change agent, diagnosing the problem, acquiring relevant resources, choosing the solution, gaining acceptance, and stabilizing the innovation and generating self-renewal. There are three appendices: the strategies and tactics of innovation, major information sources in education, and an annotated bibliography on major works on change in education. (JK)

In this guide to the process of innovation in education, the author does not suggest what changes should be made, nor does he recommend specific innovations, but he does provide information on how successful innovation takes place and how those who facilitate planned change or planned innovations (change agents) can organize their work to insure success. Four lengthy case studies illustrate the process of change at its best and at its worst. The change agents in these case studies represent a wide range of educational roles: student, teacher, administrator, and outside consultant. The material presented in these case studies is later used to show the stages in a planned change. The suggested stages in such a planned change are: building a relationship, diagnosing the need, acquiring relevant resources, choosing the solution, gaining acceptance, stabilizing the innovation, and generating self-renewal. The author makes detailed suggestions for each of these stages. Supplementary resource information is provided including a glossary and guide to selection of strategies and tactics, a directory of major information sources in education, and an annotated bibliography of major works on change in education. (JY)

The author suggests that we need to build national systems which allow any school district to plug into the most sophisticated sources of information in such a way that they get knowledge and materials which are relevant and timely and truly cost beneficial." (Author/AK)