The need to integrate digital literacy into curricula as a fundamental skill set for navigating the complexities of the digital age has increased. This study aims to explore how knowledge and skills of digital literacy present in language arts standards and what elements of digital literacy are emphasized. To achieve this, we used text mining analysis and European Union's digital literacy framework to analyze on the recent revisions of curriculum standards in Ontario, Canada, Australia, and South Korea. The research findings are as follows: Firstly, keyword network analysis revealed that in all three countries, the centrality of keywords related to digital literacy was not high, and there was a weak connection among these keywords. Secondly, when contrasting the results of topic modeling with the EU Framework, it was observed that Ontario, Canada, and South Korea prominently emphasized the "Information and data literacy" and "Communication and collaboration" elements, while Australia emphasized the "Digital content creation" element. Lastly, comparing the results of topic modeling on pre and post-revised curricula of Australia and South Korea, it was evident that societal awareness and discourse regarding digital literacy were well-reflected and revised in the standards. Based on these findings, this study suggests the need to integrate digital literacy-related elements more closely with traditional literacy skills within the curriculum, ensure a balanced approach across both cognitive and socio-emotional domains of digital literacy, and consider incorporating integrating digital literacy-in-use into students' learning experiences.