Posts about tow-knight

Calling all entrepreneurial journalism profs

If you teach or soon plan to teach entrepreneurial journalism, the Tow-Knight Center for Entrepreneurial Journalism — my colleague Jeremy Caplan and I — invite you to attend a day-long summit at the CUNY Graduate School of Journalism in New York on July 10.

Our small, new field has grown like weeds. Dozens of journalism schools and foundations are now training and supporting the next generation of media leaders to report, edit, close sales, capture audiences, and run businesses. Our goal is to enable those of you who’ve pioneered these efforts — as well as those just getting into the field — to share best practices and common challenges.

We plan to invite an expert from entrepreneurial education in another field to speak, and ask some of our former students to discuss their experience starting up companies. But on the whole, the day is about your lessons learned, concerns, and needs — and to see whether and how we should collaborate as a group in the future.

Please register here if you plan to attend, or aren’t sure yet, but want to reserve a place. If you cannot attend, we will plan to stream the event and actively involve remote participants in the discussion. Watch this space.

A degree in social journalism

I announced this on Medium; reposting here….

community centerSome big news at CUNY: We are developing a new master’s degree in social journalism. We’ve considered calling it a degree in community information and engagement. I will also argue that it is a degree in outcomes-based journalism. It is all those things. Allow me to explain.

I have been arguing for some time that journalism must shift from seeing itself primarily as a producer of content for masses to become more explicitly a service to individuals and communities. Content fills things; service accomplishes things. To provide a service with relevance and value requires knowing those you serve, and to do that requires building relationships with those people. Thus, we must learn relationship skills.

I’ve written about these ideas in the first third of a white paper on new relationships, new forms, and new business models for news that I’ve been working on for a while. (I posted that first third, on relationships, at Medium.) On a trip to California to talk with Reid Hoffman, Ev Williams, Dick Costolo, Vic Gundotra, Bradley Horowitz, and other technology leaders about the future of news, I subjected my new dean, Sarah Bartlett, to the unfinished essay so she’d be forewarned of what I’d be preaching. On the flight out, having completed everything else she had to work on and with a three-hour delay ahead and a crying baby behind, she had nothing left to do but read it. When she got off the plane, Sarah said she agreed with much of what I said. But she also asked whether we would need to find new ways to teach the new skills I’d outlined.

So she suggested a new degree to add to our core MA in journalism and entrepreneurial journalism degrees, and she sketched what it might look like. I wrote a proposal, outlining the curriculum and goals. She presented it to the faculty. My colleagues did an incredible job writing syllabi, which our curriculum committee and faculty just approved. There are more steps yet to walk in this process — seeking approval from the university and the state — before we can formally announce and recruit students. But since we are on the path, I thought it was time to put a stake in the ground and welcome a discussion regarding social journalism and what it is.

First, let me say what it is not. In a series of interesting posts, Ed Sussman has been labeling as social journalism what Forbes, Gawker, the Guardian, and others are doing in inviting contributors to write for their sites. I disagree. That idea continues to keep the focus of journalism on us, our products, our content; it’s a more open (to its credit) and less reliable (to its frequent discredit) way to feed the media beast.

No, I say that social journalism must turn the telescope around and start with the public, with the people being served. The first skill we will teach in this new program is listening to a community, hearing and discerning its needs and then thinking about how best to help it meet those needs. The answer sometimes — often — will be reporting and content. But it can also mean connecting the members of the community to each other to share information themselves. It can mean sharing data and tools rather than developing narratives. It can mean helping a community to organize itself to take action (yes, that’s community organizing). It can be education. It must be collaborative.

Social journalists will judge their success not by the old-media metrics of reach and frequency — or, translated to digital argot, of unique users and pageviews — for those measures are still about our stuff and who sees it. Though social journalism may sound like and use many of the tools of what is known as social media, I will also argue that the proper measurements of success are not likes and friends and shares and even how much time and attention we get from the public — the things we have been calling engagement — for those, too, are about engaging with us and our stuff.

Social journalists will judge their success instead by whether the public they serve and its members accomplish their goals, meet their needs, improve their lots and their communities — and whether they connect with each other to better understand each other through discussion and information. Thus I see this as the discipline of outcomes-based journalism: We take responsibility not only for making a product called news, hoping people consume it and then hoping that they and their communities are better for it. That’s all we could do before, in print and broadcast. Now, online, we have new tools and new means to hear the public, to serve the public, and to measure our impact and value. There lies the essence of social journalism.

So, yes, it’s social but it’s not just about social media. Yes, it’s about engagement but not engagement with us but instead about a community’s engagement with its own work. It’s about results, outcomes, impact.

To teach these skills, we are proposing a three-term, year-long program with:
* two journalism courses — one on identifying, meeting, and listening to communities, the next on presenting information to and helping inform a community;
* two listening courses — the first helping students to interact with and learn from diverse communities, the second about the ethics (and legalities) of working with and serving a community;
* two data courses — about using data as a means to listen to and learn about a community, to gather information with and from a community, to present information to a community, and to measure the impact of working with a community;
* two tools courses — understanding how best to use the many platforms communities use and will use to connect and share, and also learning how to work with technologists to adapt tools to help communities;
* intense business training (a subset of beat-business training we are offering this summer at CUNY — more on that shortly); and
* an intense practicum serving a community of the student’s choice, working to meet goals of the community’s definition.

We will bring in teachers with various skills to work with students — journalists, of course, and also data specialists and community organizers and social anthropologists and more.

If approved, this new degree will be taught alongside CUNY’s MA in journalism and MA and certificate in entrepreneurial journalism. Each will attract distinct cohorts of students seeking a variety of jobs (note that the Center for Investigative Reporting depends on six engagement editors and Al Jazeera’s new AJ Plus is hiring 13 people of that description) or starting their own ventures. We have talked with many leaders in the field and they have convinced us there is a need and demand for this program and its graduates. Each of our degree programs will have a positive impact on the others, bringing new skills and perspectives to the school and adding courses and options for all the students. At CUNY, we pride ourselves on being a startup still, on learning as we go and adapting our curriculum to new needs and opportunities. This new program is also part of that process.

We are operating on what passes — in our field — for a fast track. If we pass all our tests, we hope to offer the new degree in 2015 (we haven’t decided yet exactly when). Between now and then — and here is the reason I am writing this — I would like to hear your suggestions and questions about what and how we should teach. We’ve received very helpful reaction from our school’s board of advisers and other friends. On that trip to the Bay Area, Sarah and I discussed our idea with most everyone we met and met in turn with gratifying enthusiasm.

Indeed, I am honored to tell you that Reid Hoffman — who has given me very useful advice about the entrepreneurial journalism program since its inception — is generously seeding the development of the new degree. And we just learned that the Knight Foundation — the preeminent funder for journalism in America — will match Reid’s gift. Thank you, both.

We will be raising additional money to fund scholarships, research on engagement and impact, and events bringing together researchers and practitioners from various fields to discuss social journalism and engagement under the auspices of the Tow-Knight Center.

Just when I thought things were starting to settle down in our eight-year startup of a journalism school…..

Rethinking TV news, Part I: What’s broken, what’s possible

ron burgandy breaking news

Most TV news sucks. But I don’t want to dwell on that.

I’d like to see TV news be reinvented, yet I’m astounded so little innovation is occurring in the medium. That could be because TV news is in better financial shape than print (for now). It could be because in a highly competitive market, no one wants to leave the pack and risk failure trying something new. Still, network TV’s audience is lurching toward the grave; cable news is struggling; and Pew says that for the once-indomitable local TV news, “future demographics do not bode well.” Like newspapers and magazines before them, broadcasters need to change, to take advantage of opportunities to work in new ways, to fend off the digital competitors who are sure to grasp the chance to disrupt, and simply to improve.

TV news is stuck holding onto its orthodoxy of inanity. It wastes resources trying to fool us with stand-ups at sites where news occurred 12 hours before and where there is nothing left to witness or report. It repeats much, saying little. It adores fires that affect few. It goes overboard on weather. It gives us BREAKING NEWS that isn’t breaking at all but is long over, predictable, obvious, or trivial. It gullibly and dutifully flacks for PR events created just for TV. It presents complex issues with false and simplistic balance. It speaks in the voice of plastic people. It stages reality (no that guy in the b-roll isn’t really typing on his laptop). It has little sense of the utility of what it presents. And did I mention its pyromania?

But I don’t want to dwell on that.

I want to dwell on what TV could do well, on its strengths and opportunities. TV can summarize, sometimes too well perhaps, but delivering a quick overview of what’s happening is a useful function of news. It can curate, bringing together divergent reports and viewpoints. It can explain a complex topic and doesn’t have to dumb it down. It can demonstrate. It can convene the public to action. It can collaborate, having witnesses share what they are seeing and what they know. It can discuss and doesn’t have to shout. It can give voice to countless new perspectives now that everyone has a camera on laptop or phone. It can humanize without cynically patronizing or manufacturing a personality.

There are sprouts of innovation in television (folks I know working in video online object to it being called television but I say they should co-opt the word, the medium, and the form). That innovation is generally not coming from other media companies, for newspapers and magazines have made the mistake of aping broadcast TV when they should exploring new directions. And the innovation that is occurring doesn’t take the form of incremental adjustment to the familiar form of TV news. Instead, true innovation is unrecognizable as television. On one end of the spectrum, there’s the six-second self-parody of viral video shallowness that is Vine as news. On the other, there’s the TWiT Network (of which I am a part), where we geeks can yammer on about single topics — Google, security, Android — for devoted if small audiences for two hours.

When Katie Couric announced that she’d be moving to Yahoo and NPR’s Weekend Edition asked me to yammer about it, I took the opportunity to push my own agenda and wish that Couric and Marissa Mayer would reinvent TV news because they’re both smart; Couric knows the form so well she knows what to break; Mayer is a disruptive innovator; and Yahoo needs to be something *new* not merely something changed.

And so then I started asking some folks what they’d suggest. I asked TWiT’s founder, Leo Laporte, and after more than 10 minutes’ discussion on two shows — hey, we have all the time in the world — he said that instead of giving us the news — we already get that — he’d want to see Couric give us rich interviews with newsmakers. I like that. When Katie was on Howard Stern’s show weeks ago, I called in to ask about him having a pure interview show on TV, since he has had a remarkable run of amazing interviews lately. Besides Charlie Rose, who really does that on TV?

I asked Michael Rosenblum about reinventing TV news. He has reinvented his share of newsrooms, converting the old three-person crews to so-called one-man bands, teaching people how to tell stories with video and without the silly conventions of stand-ups, establishing shots, b-roll, and cotton-candy scripts. He told me about returning from the UK, where he taught a few dozen journalists at the Independent and Evening Standard how to gather video news with their iPhones. If they can do it, anybody can.

I asked Shane Smith, founder of Vice, which just announced the start of a new news channel in 2014 (below), and he talked about the net’s ability to bring many new voices into the news.

Vice was smart enough to hire Tim Pool the guy who broadcast Occupy Wall Street live for 21 hours straight. Pool’s not sure what to call himself — a mobile journalist, a social journalist. Take a look at how he covered protests in Turkey, where he was the first journalist so far as he knows to broadcast live using Google Glass — the true eyewitness.

A few weeks ago, Pool came to my class and then sat in my office and so I asked him about the future of TV news. Speculating together — having nothing to do with Vice’s future plans — he didn’t start talking about video. He started talking about people — witnesses and commentators and how to find the best of them and connect them — and about technology and about user interfaces. There I started to hear the beginnings of a new vision for TV and news in which video is just one tool to use.

So how would you reinvent TV news? What advice would you give Katie Couric? What advice would you give the next Tim Pool? At CUNY’s Tow-Knight Center, I’d like to embark on projects to rethink the form of TV news, its relationship with the public, and its business models. What would you like to see us do? Try not to dwell on mocking the form and its weaknesses — Ron Burgundy has done enough of that for a lifetime (plus a sequel). Try instead to imagine you are a young (reincarnated) William Paley with all these tools and all these possibilities at hand. What do you invent? In Part II, I’ll add my own wishes and speculation.

Content vs. service in media & education

Content is that which fills something. Service is that which accomplishes something.

Content starts with the desires of creators to make things. Service start with the needs of clients to achieve outcomes.

We think of media and news and content businesses. Education, too, runs as a content enterprise.

But shouldn’t both be seen as services?

“Now we can provide students with a course that mirrors our classroom experience,” the provost of Washington University, Edward S. Macias, said last week as 10 universities announced yet another consortium to provide online education. What struck me when I read that was how much it sounded like the early days of newspaper editors facing the web. They tried to replicate what they used to do, treating the net as merely a new means of distribution for their content.

Shovelware. Media did it. Education does it. Since those are the two fields I’m in, I’m finding parallels and lessons in both.

Education at least has some aptitude for thinking in outcomes, as that’s how we’re supposed to measure the success of programs: What should students learn and did they learn it? Still, to be honest, some of this process of determining outcomes is reverse-engineered, starting with the course and its content and backing into the results. (And one unfortunate side-effect of outcomes-thinking, I should add, is the teaching-to-the-test that now corrupts primary and high schools.)

Journalists are worse. I find a disease among students that continues into careers, starting a pitch for a story (or in my program, a business) with the phrase, “I want to…” Playing the curmudgeonly prof, I tell them no one, save perhaps their mothers, gives a damn what they want to do. The question they should be asking and answering is what the public needs them to do.

Outcomes.

If journalists started with outcomes, they’d measure their success not by unique users or page views or other such “audience” metrics adapted from mass media. They’d measure their success by how informed the public becomes: Did the public find out what it wants or needs to know because of what we’ve done? Is the electorate better informed? (How’re we doin’ with that?) Do New Jerseyans know where to find gas in a crisis? Today when we do research about news “consumers,” we ask them what they think of our products. Shouldn’t we ask them instead what they didn’t know and now know? If we want to reverse-engineer journalism, we need to start with a standard for an informed public and then examine how best to achieve that goal. A more informed public will not always come as the result of articles — content. It will also come via platforms where the public shares what they know without mediators (i.e., media) as well as data and analysis of data, with journalists trying to add value where they’re most needed.

If education were truly constructed around outcomes, it would start with researching the skills and knowledge students need to meet their goals — whether that is a job or an expertise — and then determine the best ways to accomplish that. And that won’t always come from delivering content in the form of the lecture, time-honored though that may be from the days of teachers reading scarce, scribal texts. I’m beginning to rethink journalism education that way: starting with outcomes, curating curricular materials, making all that open, then adding value for some students in the forms of tutoring, certification, and providing context for how tools and skills are used: service.

When we think of ourselves as services, then we strive not to own products but instead to add value to a process. When we provide service, we become more accountable for the outcomes our clients achieve. (When a teacher gives every student in a class bad grades, it’s the teacher who’s failing. When a community is ignorant, it’s the journalists who are failing.) How much better it would be to architect these industries — and they are industries — in reverse, giving clients the ability to set goals and then providing marketplaces of competing means by which they can meet those goals.

I went to an unfortunately off-the-record conference recently at which I asked a long-time leader in education and the founder of an online education startup about the fate of degrees. The long-timer said that from the moment IBM starts hiring engineers when they can show certificates of completion for some set of online courses, the degree will fade.

Correct me if I’m wrong, but I don’t think that is the way the new online startups are built, so far. They deliver courses: content. That’s understandable. It’s phase I of a process of transition: we take what we know and try it out in the new setting, as media have done. These education startups are also searching, as media have done (and still are), for a business model. Coursera is free but promotes its top-tier universities (and might sell a bunch of text books for profs). Udacity wants to make rock-star profs, I think. 2U is charging $4,000 a course for credit (!) in small classes; it’s the anti-MOOC. The University of the People has a mission to educate worldwide masses for free.

Just as I hope that education learns from the disruption of the news business, Clay Shirky hopes it learns from the disruption of music. For much of his post, Clay sees online education the way various of these enterprises do and the way I did when in What Would Google Do? I imagined a distributed Oxford/Cambridge system of international and digital lectures and in-person and local tutors.

But then, as is Clay’s habit, he noted what I think is a key question from these startups: “Meanwhile, they try to answer some new questions, questions that the traditional academy — me and my people — often don’t even recognize as legitimate, like ‘How do we spin up 10,000 competent programmers a year, all over the world, at a cost too cheap to meter?’” That was the same question put forward in what I still think of as a seminal meeting held by Union Square Ventures in 2009 called Hacking Education: They set the goal at making the marginal cost of education zero. That is what these MOOCs are trying to do. If they succeed, then education suddenly scales (and we stop bankrupting our children’s future).

Back again to the media parallel: The marginal cost of gathering and sharing information is already approaching zero. That’s what scares the media industry, built as it is on selling a scarcity called content. At that same off-the-record business conference last week, I heard one media executive say that his industry’s goal is soley to “protect the value of content.” That’s what the copyright wars are over. That is what is beginning to scare universities.

But what’s really scaring them is the the shifting value of content versus service. Google is a service. It delivers and extracts value through knowledge of its users. It doesn’t want to own content, only learn from it. Its highest aspiration is to intuit our intent and deliver what we want before we’ve even said it. Service. Media are factories. They gain value from selling content to customers they don’t know. Products. There’s the real conflict.

I ask us — in journalism and in education (and in journalism education) — to aspire to being services. That requires us to start by thinking of the ends.

Start the presses

A set of very happy announcements from the CUNY Journalism School and the Tow-Knight Center for Entrepreneurial Journalism:

* First, we are opening the new Cuny Journalism Press. Yes, I said press. On paper. And screen. Working with the innovative OR Books and John Oakes, we are creating a press that will produce print books and e-books about journalism and by journalists with new business models (starting with a higher share of revenue to authors). Just as we are working here at CUNY on new business models for newspapers and magazines and other denizens of the printed page, so do we want to see new models come to book publishing. So my dean, Steve Shepard, my colleague Tim Harper — who is heading up the press — and others here thought it would be a great idea to start this enterprise. We’ll be announcing some other related activities with Oakes soon.

* Second, I’m thrilled to announce that the first book to be published is by none other than @acarvin, aka Andy Carvin, the man who tweeted the Arab Spring and showed us all a new way to think of journalism and how it must add value to the flow of information the net now enables. Distant Witness: Social Media, the Arab Spring and a Journalism Revolution, will be released later this year (and available for pre-order soon). I recommend the book to you all. I’ve had the privilege to read it — and write its foreword. A snippet:

Andy is a prototype for a new kind of journalist. He also turns out to be a masterful storyteller. He has taken all he witnessed from afar in the Arab Spring and crafted it into a dramatic, compelling, informative page-turner. He has combed his archive of more than 100,000 tweets and sifted through the rapid-fire, staccato progression of the voices to find a narrative sense and create a cohesive saga….

Yes, we still need reporters on the ground to ask and answer the questions. We need them to bring us perspective and context. Andy does not replace them. He and his nodes and networks of witnesses, participants and experts add to the news in ways not possible before. Journalism is not shrinking. Through Andy’s example, as well as through experiments in data journalism, crowdsourcing, hyperlocal sites and innovations yet to come, journalism is growing. Andy Carvin is proof of that.

* Tim Harper announced another three titles: Fighting for the Press: The Inside Story of the Pentagon Papers, by former New York Times chief counsel James Goodale; Investigative Journalism in America: A History, by Steve Weinberg, a member of the University of Missouri Journalism School faculty and co-founder of IRE, the leading association of investigative reporters and editors; and The Pleasures of Being Out of Step: Nat Hentoff’s Life in Journalism, Jazz and the First Amendment, by CUNY Journalism Professor David L. Lewis, a former Daily News reporter and “60 Minutes” producer and associate producer who is also directing a feature-length documentary on Hentoff.

If I manage to get off my duff and get moving on a project I’ve been working on, I might add to that bookshelf myself.

Just as CUNY saw an opportunity for a new journalism school when others thought journalism was dying, so did we see an opportunity to start a new press about journalism even though others declared books dying. At Tow-Knight, I believe we must not only study and teach new models but we must also help incubate them. The CUNY Journalism Press is one such effort.

Mapping new opportunities in technology and news

At CUNY’s Tow-Knight Center for Entrepreneurial Journalism, we believe technology provides many still-untapped opportunities for news. So we commissioned Dr. Nicholas Diakopoulos to research and map that territory. He came back with a very good and readable paper and with an exercise/game to help media folks find that opportunity. We’re offering that game to journalism schools and media companies.

Here is Andrew Phelps’ report on the research at Niemanlab. See my longer post about the effort here; see Nick’s paper here as PDF, here on Scribd.

Online News Association members: Nick and my CUNY colleague Jeremy Caplan have volunteered to run brainstorming sessions at this year’s conference. So please vote for their session here. We’ll bring lots of games to give to participants. You can also email us to ask for them here (but — as with anything free — supplies are limited!).

Says Phelps: “The paper is high-concept but short, and everyone who wants to reinvent journalism should read it…. Breaking down the problems makes solutions a lot more attainable.” That’s the idea.

A new M.A. in entrepreneurial journalism at CUNY

We got some big news at CUNY this week: We are approved to offer what we believe is the first MA in entrepreneurial journalism.

Last spring, we already taught our first class of full-time entrepreneurial journalism students, awarding certificates. But now we also have the ability to award MA degrees to students who complete the CUNY J-school program plus a fourth entrepreneurial semester. This comes under the auspices of the Tow-Knight Center for Entrepreneurial Journalism at CUNY.

My colleague Jeremy Caplan and I teach four courses: MBA in a box in the media context (Jeremy’s qualified to teach that; I’m not); a course in disruption in media (that’s what I teach); the incubator as a course (the core of the curriculum is the students’ development of their own businesses and for that we the faculty and mentors meet individually with them and meet as a group to compare issues, problems, and solutions); and a technology course (this semester, we plan to work closely with General Assembly for some of that curriculum and are bringing in Nancy Wang and Jeff Mignon to work with students). In addition, the students do a project as an apprenticeship with a New York startup.

We are about to admit our 15+ students for the spring term, most of them professionals seeking the certificate (and in some cases a second career) with some students from our regular journalism program (they’ll be the first to earn the MA in entrepreneurial journalism).

This comes right after the fifth annual jurying for our regular entrepreneurial course, offered in the MA in journalism, in which a dozen students created their own business plans and a jury awarded seed funding from a Tow-Knight grant.

At CUNY, we are constantly changing our curriculum, updating it as reality in media shifts, as we learn new lessons, and as we see what works and doesn’t work in helping students reach their goals. That can be unsettling for both students and faculty but there’s no choice about change.

This week, coincidentally, I was contacted by two searches for journalism school deans (it appears to be open season on the species as there are even more of these jobs open). I’m not going for and certainly doubt I would be offered either, but I did offer recommendations to one of them and that caused me to take a look at the curricula for various journalism programs in the nation. There are some neat new courses and methods (e.g., via @underoak, UNC’s master’s in technology and communication). But what struck me about journalism curricula is how little some of the courses appeared to have changed, even now. What does it mean to teach magazines these days?

Jeremy and our colleagues Peter Hauck and Jennifer McFadden sat down last week and played the game of 52-card-pickup we regularly play at CUNY, rethinking what we’re teaching and how. For example, we are going to emphasize prototyping and project management more than we had. In the admissions process for this spring, we not only wanted a diverse group of students and perspectives but also of businesses, from hyperlocal content businesses to disruptive platforms. In the other arms of the Tow-Knight center, we are supporting research in new opportunities and needs in journalism to help guide students and the industry as they propose new ideas to fit new needs. And with our growing incubator, we are bringing in new services to help both students’ and outside entrepreneurial ventures.

Of course, elsewhere at CUNY, change continues apace. For example, my interactive colleague Sandeep Junnarkar and others have been shepherding into the curriculum new courses on data visualization and a modular course in coding for journalism. We find ourselves constantly managing tension between journalism and tools (always fighting to make sure the former is not overcome by the latter).

Getting a new degree in entrepreneurial journalism is just one milepost in a constant process of trying to stay an inch ahead of the snowball. I’m proud and grateful to work with an administration — Deans Steve Shepard, Judy Watson, and Steve Dougherty — and with a faculty who support this endless creative tsuris.

We teach change.

Digital First

At CUNY’s Tow-Knight Center for Entrepreneurial Journalism, we invited John Paton, CEO of Digital First Media, Journal Register, and Media News, and Justin Smith, CEO of Atlantic Media, to answer questions about how they are executing their digital first strategies. I interviewed them, digging down into revenue, costs, transition for staff, audience, and advertisers, and more. Here’s the full video:

Digital First and the Future of News from CUNY Grad School of Journalism on Vimeo.

Paton made it clear that digital first is a transitional strategy, not an end game. He said that at companies like Paid Content, he cannot ever imagine them having a digital first discussion because they obviously are already digital. But he has to transform his companies into digital companies. He talked about cost-cutting and efficiency; about how he is multiplying digital revenue; how he motivates sales people to sell digital; about digital journalism; and about the size of a digital company versus a print monopoly.

Smith — who also launched The Week magazine in the U.S. with a unique and successful strategy — came at many of these questions from the perspective a magazine that sells high value. So he is not only multiplying audience through digital. He is making Atlantic, more and more, into a digital marketing agency for his clients. On the one hand, he says, costs decline from paper to screen, but costs also increase as advertisers need and will pay for greater services. (I think we’ll find that even down to the local level, media companies will have to act like agencies, helping advertisers execute their own digital strategies …. more on that another day.)

In a time when much of the rest of the newspaper and magazine industries are moaning and mourning about their fate, these two executives are building a new future. They are optimists, as are we at Tow-Knight. They have reason to be as they begin to find successes on this difficult path.