Three different approaches to the problem of linking educational knowledge producers and knowledge users are studied in this paper. First, data are reported describing the knowledge generation and knowledge communication behavior of twelve successful innovators. Second, characteristics of twelve programs, conceived to train persons as change and/or linkage agents, are described in detail and then critiqued. And third, a ten-step dissemination methodology, designed to meet needs through the dissemination of products, is described. The paper summarizes what one might do--upon conceiving of a new practice, product, or idea--to determine the worth of the innovation and then to determine how best to inform others of its existence. (Author)