In the 1970s, German academic libraries discovered user education as a new area of responsibilities, although promising activities at the end of the decade were not continued because of the lack of staff and organizational conditions. Since the beginning of the 1990s, activities in that field have been renewed, especially by large academic libraries. Because of the difficulties users had in the use of CD-ROM databases and OPACs (Online Public Access Catalogs), courses were offered in the handling of these new electronic information systems. Since then, pedagogical problems come up because of the amount and complexity of knowledge and skills that have to be taught in single lessons. This paper presents background on these developments in user education from the 1970s to the 1990s. The impact of new teaching concepts is addressed, including curriculum theory, Anglo-American models of information literacy, activation and learner-centered teaching/learning methods, and online learning techniques. The modular and project-oriented teaching approaches are then outlined, and the dynamic model of information literacy is presented. (MES)