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The teaching of contemporary British fiction in English departments in the United Kingdom is reviewed. The study primarily focuses upon evaluative engagement with current teaching. The literary and theoretical texts taught on courses are considered, as are the use and availability of different kinds of supplementary literary-critical materials. Data collection was through semi-structured interviews and a survey of online material. The periodisation and focus of general contemporary British fiction teaching is emerging from a more diffuse field where postmodern, gendered and post-colonial readings still tend to shape courses and modules. A new post-1970s idea of the contemporary is rapidly emerging. [ABSTRACT FROM AUTHOR]