The use of research evidence is increasingly seen as critical to improving practice across many areas of public policy. At the same time, the role of relationships and relational work have become far more widely recognised in many fields of professional practice. This paper brings together these two developments by focusing on the relational features of evidence use. Drawing on two studies of educational evidence use, in England and Australia, the authors explore how concepts from studies of inter-professional collaboration -- 'relational expertise', 'common knowledge' and 'relational agency' -- might help in making sense of how research evidence is used and how such processes can be supported. The authors argue that these concepts can help in terms of: supporting more interactive approaches to evidence use; unpicking what is happening within the relational aspects of evidence use; and specifying what is involved in high-quality evidence use relationships.