The purpose of this article is to examine the transition pattern of literacy that has recently been confirmed by learners of university liberal arts education and to incorporate the results into the writing curriculum incorporating media literacy. The consideration related to this will be largely carried out in two stages. First, Chapter 2 examines the characteristics of the transition of literacy according to the development of digital technology, leaning on Giorgio Agamben's narrative theory. Despite the difference between the printed text and the composite text in this process, ultimately, it will be confirmed that the semanticization process of the text is the essence of literacy formation. Next, in Chapter 3, the direction of reorganization of liberal arts Korean to cope with the crisis of university education is divided into three aspects: theme, composition, and activity. This includes reflection on 'I' and reasons connecting 'community', sensory contact between learners using mobile platforms, and organic grafting of text and compound text. Through these changes, we intend to avoid the printed text centrality of the existing common curriculum and implement a learner-friendly education model centered on media literacy that combines complex style text. In this way, the media literacy grafted curriculum that strengthened learners' autonomy can be used as an alternative to convergence lectures that apply a new network of meanings surrounding the conversion of literacy to the university liberal arts curriculum.