But the extent to which the benefits of digital features such as hyperlinked text or embedded videos outweigh the disruptions to reading flow appears to depend greatly on the degree to which such materials genuinely complement the core text, are presented in intuitive ways that readers can easily follow, and mesh with individual readers' preferences and styles.
This educational immersion in core texts is described brilliantly in David Denby's Great Books: My Adventures with Homer, Rousseau, Woolf, and Other Indestructible Writers of the Western World (1996).
Before colonialism, a limited number of core texts were taught in Islamic centers of learning in North and Sub-Saharan Africa.
Their core texts are disordered, presented in the style of a collage.
If the core of the text is authentic, it proves that Themistocles knew quite early that he would set a trap for the invaders at Salamis.
In terms of teaching usable skills, Play School probably wasn't a core text – that was for shows like Hunter and The Curiosity Show – but in between learning how to make a crocodile out of an egg carton and memorising the lyrics of On The Ning Nang Nong, Play School provided a uniquely Australian and endearingly eccentric template for life.
But implicitly embedded in this text is a core definition of what it actually means to desecrate God's name.
From more than 90 pages earlier this year, the new core text has been slimmed down to just 20 pages, with a supplementary document of three pages on ways to up countries' emissions-cutting targets before 2020.
With this leak, 17 proposed annexes as well as the core text have been released to the public, although none through official government channels.
All of these annexes and the core text have been leaked, sometimes in multiple iterations which show the evolution of various countries' positions over time, along with analysis of the implications of each of the texts conducted by members of the global Our World Is Not for Sale (OWINFS) network.
