The primary aim of this dissertation is to contribute to an increased understanding of the information utilization process through studying impeding process determinants, information barriers, and how they might be tackled by pedagogical means. The study uses a qualitative approach within the tradition of action research. Case studies were made of the information situations of 23 managers from small manufacturing wood and mechanical industries. The project comprises: (1) diagnosis (in-depth interviews), focusing on barriers to information utilization; (2) planning and implementation of an educational intervention, focusing on how to minimize barriers; (3) evaluation of the intervention (interviews) to ascertain its effects; and (4) follow-up study (in-depth interviews) after several years. The results are described in terms of antecedent, process, and outcome variables. Perceived information barriers are analyzed at the individual, organization, and society level. Results indicate that information utilization reflects both person and situation. The managers' information utilization behavior is based on and controlled by his perceptions of the information situation at hand and memory representations from the past. It is shown that, mediated by motivational and other affective states, the quality of these representations, of which perceived information barriers are important constituents, guide his information utilization behavior. Results further indicate that educational measures seem to be a feasible way of minimizing certain barriers through information literacy. (Contains 346 references.) (Author/MES)