The purpose of this article is to examine the direction of Korean language education in the period calling for a transformation of the idea of “The Fourth Industrial Revolution”. To do this, the characteristics of Korean language education as a convergence curriculum are discussed along with the direction and the method of it’s practice. Explained in terms of changes in literacy education, it is based on the premise that the concept of literacy should be extended beyond functional literacy, which is important in Korean language education. In particular, Korean language education as a convergence curriculum should focus on the learners’ ability to operate multimedia as a “new literacy” ability from the viewpoint of communicative language education. In addition, the characteristics of Korean language education focusing on the status and role of “literary literacy” are discussed focusing on the ability to understand and express literary works as contents and materials of the Korean language education. Finally, the orientation of Korean language education focused on the direction of literacy education to be pursued in future is clarified.