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May 2013 / Vol. 63 No. 5 www.biosciencemag.org printers and software can even create representations of color distinctions and other aspects of the image. These tools can make the images accessible by changing the height We are excited to formally announce in this issue of BioScience the three winners of the Faces of Biology: Teaching and Learning Photo Contest. This is the second year that the American Institute of Biological Sciences (AIBS) has sponsored the contest. We received several dozen entries from educators, researchers, and students. The entries featured educators in formal and informal settings and students of all ages learning about and exploring the natural world. The grand-prize winner of the contest is featured on the cover of this issue of BioScience. All winners received a 1-year membership in AIBS, including a subscription to BioScience. The grand-prize winner also received $250. AIBS sees the contest as an opportunity to showcase the varied forms that science education can take. The photos will be used in AIBS’s publications and reports to help the public and policymakers to better understand new directions in science education, such as inquiry-based learning. The contest also serves as a reminder of the value of using photographs to develop students’ observation skills, which are essential for engaging in scientific discovery and experimentation. Taking photographs is just one of many ways to help students at all education levels focus on a specific object or setting and then make connections to their research questions. Although some activities and laboratory exercises suggest that students draw what they see, using a camera to capture an image allows the students to record what is truly there in front of them. This permits them to record observations without becoming frustrated by the challenges that they may face in an attempt to sketch an image by hand. Cameras are becoming ubiquitous, and the presence of cell phones and tablets in the classroom lets students make use of these tools for educational purposes. For some students, the act of taking photographs alone can build their observational skills; however, most students will require guidance from their teachers to frame images and to explore more than the surface features of the resulting photo. Students can learn to describe, compare, measure, tag, catalog, and share the images they take in order to explore and use the data that they have collected to test hypotheses. For students who have visual impairments, there is a growing suite of technological tools that allow photographs to be “seen” through tactile graphics. High-quality braille Photo Contest Encourages Educators, Students to Use Photography