Prior literature suggests a social network perspective is instructive for understanding and building research-use capacity. Although educators' professional networks have been found to contribute the implementation of reform, professional learning, and instructional improvement, evidence about their role in supporting schools' use of research remains thin. This chapter presents the application of network methods--specifically, ego-network methods--to understanding the flow of research-based ideas and practices into schools, drawing on the work of the Center for Research Use in Education. An ego-network approach proved useful in unpacking educators' networks for connecting with research, including helping us to better understand the ecology of research mediation in education, to operationalize network concepts, and to develop indicators of educator and school-level capacity. [This chapter was published in: "Networks, Brokers, and the Policymaking Process ," edited by M. S. Weber and I. Yanovitzky, Palgrave Macmillan, 2021.]