This study examines the characteristics of literacy required in the era of generative artificial intelligence and identifies key tasks for the Korean language curriculum to support the development of such literacy. In in this context, new literacy is grounded in traditional literacy, extended through critical literacy and meta-literacy, and conceptualized as a multilayered and expanded construct. To implement this literacy effectively within the curriculum, systematic and purposeful curriculum revisions are necessary, ranging from goal setting to content selection. It is essential to present a persuasive image of the learner and articulate a clear vision of Korean language education. The scope of Korean should be restructured from an integrative perspective, enabling flexible categorization that accommodates the unique characteristics and educational concerns of each subdomain. Ultimately, curriculum decision-making should prioritize learners’ literacy development over document-centered logic or structural coherence, emphasizing a learner-centered rather than supplier-centered approach.