At the European Conference on Educational Research (ECER) 2006 in Geneva, Switzerland, the EERJ Roundtable focused upon the relationships between information, research and intervention. These relationships could be understood as a circular flow of decontextualising and recontextualising terms, concepts or "knowledge" according to the respective needs and prevalent textures. The Roundtable focused on research governance and its effects on knowledge, with attention to the ways in which research results are shaped as information which then become translated into "evidence", which is, finally, taken as an appropriate foundation for policy interventions. The questions are how knowledge is shaped by these processes of de- and recontextualization, and how researchers and policy makers shift their social roles in mediating these processes. In this context, the Roundtable drew on research and experience to examine specific instances of shifts in the kinds of knowledge that is "taken up" and exploited by policy makers. The participants considered relevant mechanisms in the metamorphosis of types of knowledge, in the shifts of social roles and in the consequences for research policy. (Contains 2 tables and 5 notes.)