Who Bridges the Gaps? Examining the Background, Content, and Role of Knowledge Brokers in Informal Social Networks

Abstract

Knowledge mobilization can be understood as a dynamic, iterative, and social process through which knowledge is gathered, contextualized, and applied in ways that improve educational systems and professional practices. Rather than being a simple top-down transfer, it involves constant movement between different contexts and purposes, with knowledge taking on new meaning as it is interpreted and used by diverse groups. Increasingly, such processes unfold in informal spaces, particularly on social media platforms where educators, researchers, and other stakeholders exchange resources, address pressing challenges, and attempt to reduce structural inequities. Within these informal spaces, knowledge brokers play an especially important role. They contribute by facilitating access to information, helping groups establish shared goals and mutual understanding, and creating new links across domains where connections might otherwise not exist. Knowledge brokers are therefore not only carriers of information but also translators, connectors, and catalysts for collective learning. Their importance is recognized in practice, as many policy initiatives now deliberately include brokers to strengthen equity-oriented reforms and ensure that information flows more effectively across educational systems. Building on this conceptual understanding, our study introduces an analytical framework designed to examine how knowledge brokers operate in informal social networks. The framework makes it possible to assess how roles, behavioral patterns, and topical foci interact to shape the circulation of knowledge. Applying this framework, we analyzed online education networks, using both structural and content-based methods to capture the connections among brokers and the kinds of knowledge they share. The findings suggest that knowledge brokers indeed serve essential connective functions, exchanging information widely while also exhibiting a tendency to cluster with similar peers, which can limit the reach of their knowledge. Different types of brokers were found to specialize in particular functions, with educators emphasizing classroom practices, researchers highlighting scholarly outputs, and NGOs focusing on resources related to change processes and opportunities. These differentiated roles illustrate how knowledge is translated into usable forms for different audiences. By foregrounding both the potential and the limitations of informal online networks, the framework provides insights that can inform policymakers and partnerships seeking to create more equitable, collaborative, and sustainable systems of knowledge exchange.