This thesis critically examines the practices of Momfluencers–social media influencers who blend maternal identity with lifestyle branding–to inform pedagogy for aspiring digital professionals, particularly college students preparing for careers in social media.
Chapter 1 establishes a theoretical framework, drawing on multimodal literacy and Mikhail Bahktin’s concept of heteroglossia to analyze how meaning is constructed across platforms. Chapter 2 investigates the rhetorical and compositional strategies Momfluencers use on platforms such as Instagram and TikTok, highlighting how authenticity, professional obligations, and audience expectations intersect with platform-specific features and algorithmic mediation. Chapter 3 presents findings from a classroom study, emphasizing the literacies required for ethical and effective social media composition and proposing pedagogical strategies to prepare students for the challenges of digital authorship.
By positioning influencer practices as a lens for understanding digital literacy, participatory culture, and ethical communication, this thesis offers insights into how a humanistic view of multimodal and platform-aware composition shapes trust, influence, and cultural meaning in contemporary digital environment.
","abstract_html":"<p>This thesis critically examines the practices of Momfluencers–social media influencers who blend maternal identity with lifestyle branding–to inform pedagogy for aspiring digital professionals, particularly college students preparing for careers in social media. </p> <p>Chapter 1 establishes a theoretical framework, drawing on multimodal literacy and Mikhail Bahktin’s concept of heteroglossia to analyze how meaning is constructed across platforms. Chapter 2 investigates the rhetorical and compositional strategies Momfluencers use on platforms such as Instagram and TikTok, highlighting how authenticity, professional obligations, and audience expectations intersect with platform-specific features and algorithmic mediation. Chapter 3<strong> </strong>presents findings from a classroom study, emphasizing the literacies required for ethical and effective social media composition and proposing pedagogical strategies to prepare students for the challenges of digital authorship. </p> <p>By positioning influencer practices as a lens for understanding digital literacy, participatory culture, and ethical communication, this thesis offers insights into how a humanistic view of multimodal and platform-aware composition shapes trust, influence, and cultural meaning in contemporary digital environment.</p>","abstract_has_math":false,"creators":["O'Neill, Sarah A"],"institution":null,"degree_name":"Master of Arts","degree_level":"Thesis","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Dr. Ben Wetherbee"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-05-01T07:00:00Z","date_published":"2026-05-01T07:00:00Z","updated_at":"2026-07-24T03:24:38Z","subjects":["social media","heteroglossia","influencer rhetoric","pedagogy","social media pedagogy","multimodal literacy","multimodal composition","composition","rhetoric","rhetoric of influence","momfluencers","Digital Humanities"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.nmu.edu/theses/919","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Ben Wetherbee"]},{"key":"dc:creator","label":"Author","values":["O'Neill, Sarah A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-04-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["social media","heteroglossia","influencer rhetoric","pedagogy","social media pedagogy","multimodal literacy","multimodal composition","composition","rhetoric","rhetoric of influence","momfluencers","Digital Humanities"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.nmu.edu/theses/919"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis critically examines the practices of Momfluencers–social media influencers who blend maternal identity with lifestyle branding–to inform pedagogy for aspiring digital professionals, particularly college students preparing for careers in social media.
Chapter 1 establishes a theoretical framework, drawing on multimodal literacy and Mikhail Bahktin’s concept of heteroglossia to analyze how meaning is constructed across platforms. Chapter 2 investigates the rhetorical and compositional strategies Momfluencers use on platforms such as Instagram and TikTok, highlighting how authenticity, professional obligations, and audience expectations intersect with platform-specific features and algorithmic mediation. Chapter 3 presents findings from a classroom study, emphasizing the literacies required for ethical and effective social media composition and proposing pedagogical strategies to prepare students for the challenges of digital authorship.
By positioning influencer practices as a lens for understanding digital literacy, participatory culture, and ethical communication, this thesis offers insights into how a humanistic view of multimodal and platform-aware composition shapes trust, influence, and cultural meaning in contemporary digital environment.
"]},{"key":"dc:title","label":"Title","values":["SCROLLING CRITICALLY: MOMFLUENCERS AS SITES OF COMPOSITION, RHETORIC, AND PEDAGOGICAL INSIGHT"]}]}],"canonical_facts":{"dc:contributor":["Dr. Ben Wetherbee"],"dc:creator":["O'Neill, Sarah A"],"dc:date.available":["2026-04-03T07:00:00Z"],"dc:description.abstract":["This thesis critically examines the practices of Momfluencers–social media influencers who blend maternal identity with lifestyle branding–to inform pedagogy for aspiring digital professionals, particularly college students preparing for careers in social media.
Chapter 1 establishes a theoretical framework, drawing on multimodal literacy and Mikhail Bahktin’s concept of heteroglossia to analyze how meaning is constructed across platforms. Chapter 2 investigates the rhetorical and compositional strategies Momfluencers use on platforms such as Instagram and TikTok, highlighting how authenticity, professional obligations, and audience expectations intersect with platform-specific features and algorithmic mediation. Chapter 3 presents findings from a classroom study, emphasizing the literacies required for ethical and effective social media composition and proposing pedagogical strategies to prepare students for the challenges of digital authorship.
By positioning influencer practices as a lens for understanding digital literacy, participatory culture, and ethical communication, this thesis offers insights into how a humanistic view of multimodal and platform-aware composition shapes trust, influence, and cultural meaning in contemporary digital environment.
"],"dc:identifier":["https://commons.nmu.edu/theses/919"],"dc:subject":["social media","heteroglossia","influencer rhetoric","pedagogy","social media pedagogy","multimodal literacy","multimodal composition","composition","rhetoric","rhetoric of influence","momfluencers","Digital Humanities"],"dc:title":["SCROLLING CRITICALLY: MOMFLUENCERS AS SITES OF COMPOSITION, RHETORIC, AND PEDAGOGICAL INSIGHT"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts"]},"updated_at":"2026-07-24T03:24:38Z"}