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This paper is aimed to understand the relation between Television Journalism, journalistic sources and social network communication. Also, it explains how television news production benefits of the contact with journalistic sources, which have changed since the use of virtual platforms such as Facebook and Twitter. This is a non experimental, applicative, descriptive, correlative and multivariable study. The sample consisted in thirty journalists from television news program “ATV Noticias” (Andina de Radiodifusion Company, Lima, Peru). The research concluded that the frequent use of Internet and Social Networks impacted television news programs. This happens during television production process: themes selection, contact with journalistic sources and reporters work, until the outline and the feedback generated by the Social Networks.

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The article presents one panoramic viewpoint on social media influence in the work of professional journalism. The use of social media as information sources and their impact on information processing and news production routines are described. It is concluded that social media influence growing in the journalistic activity that becomes effective in contemporary society.

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Studentteacher relationships are vital to successful learning and teaching. Today, communication between students and teachers, a major component through which these relationships are facilitated, is taking place via social networking sites (SNS). In this study, we examined the associations between studentteacher relationship and studentteacher Facebookmediated communication. The study included Israeli middle and highschool students, ages 1219 years old (n=667). Studentteacher relationships were compared between subgroups of students, based on their type of Facebook connection to their teachers (or the lack of such a connection); their attitudes towards a policy that prohibits Facebook connection with teachers; and their perceptions of using Facebook for learning. Regarding students' attitudes towards banning studentteacher communication via SNS and towards using Facebook for learning, we found significant differences between three groups of students: those who do not want to connect with their teachers on Facebook, those who are connected with a teacher of theirs on Facebook, and those who are not connected with a teacher of theirs but wish to connect. Also, we found significant associations between studentteacher relationship and studentteacher Facebookmediated communication. We argue that in the case of studentteacher Facebookmediated communication, there is a gap between students' expectations and inpractice experience. The key to closing this gap lies in both policy and effective implementation.

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