The explosion of information technology has given users direct access to an ocean of information. Increased availability puts increasing demands on the ability of students and researchers to search for, filter, and structure information. In response, the role of the research library has shifted from being primarily an information resource to being an educational resource with a focus on teaching users what is known as information literacy. This thesis is a study of user-education at the Karolinska Institute Library KIB, the largest medical library in the Nordic countries. KIB has invested significant resources in developing user-education, and has a full-time user-education developer and a formal pedagogical platform for user-education. The author begins with an overview of the theoretical literature on user-education and information literacy, seeking to map the ways in which information literacy is commonly defined and how it can be promoted through user-education. The core of the study is a phenomenographical analysis of interviews conducted with ten of the librarians at KIB that actively participate in user-education sessions. Through this analysis, the author seeks to compare the librarians' views on user-education and information literacy with the goals and vision outlined in KIB's pedagogical platform as well as with the theoretical literature. Additionally, the author attempts to identify some of the problems that the librarians perceive in their user-education efforts and ways that these problems could be addressed. The author concludes that user-education efforts are unlikely to have much impact if they are performed independently of students' other courses. Instead, the user-education program should be integrated as much as possible with other courses, as this greatly increases both the real and perceived relevance of the instruction.