Inclusion must be embedded in all aspects of academic libraries, whether that's in staff diversity or in service delivery. However, inclusion is more than removing barriers to access, having varied staff profiles or ensuring diversity of collections. Belonging, representation, and experience of spaces both digital and physical are all critical aspects of inclusion. A Deakin Library project emerged in response to the richness and depth that true inclusion requires, with a central goal of enabling visible diversity to be more easily embedded in Library teaching, learning and communication materials. Our goal was to design illustrative representation that engendered a sense of belonging for our students, to see themselves mirrored in imagery or to open a window for them that showed the wonderful diversity of their cohort. At the same time, the project was shaped to ensure ease of access to and use of these representative images in learning or communication materials for Library staff. The key challenge framing this project was to collaboratively develop a set of illustrated characters in a respectful, collaborative and discursively driven way. Not surprisingly for a Library within a digitally innovative university, we continually develop resources that support students in their digital literacy learning needs or that communicate services to our community. The intention was to empower staff to confidently develop scenario-based learning modules, teaching presentations or social media collateral that was relatable and reflective of our student body. By providing our staff with inclusively designed digital characters, the intention was lessen their workload in terms of sourcing their own materials and to alleviate anxieties around whether individual design choices were diverse and respectful. Another acknowledged challenge this project threw up was how to respectfully develop a diverse character representation. Illustrated characters function as a graphic device to tell stories about different people’s experiences and can be harnessed to communicate complex concepts. However, often in practice illustrated characters abstract people beyond recognition or step too close to caricature. Skin tones are either absent or locked into narrow depiction range, apparel and other signifiers are generic and misrepresentative, limited age ranges or stereotyped age to characteristics linkages are shown, minimal gender diversity is visible, and differently abled peoples are either absent or depicted in limited ways. A Library design team with minimal diversity, research and experiential knowledges can only go so far in solo design. A project of this nature requires you to reach out and involve a broader range of perspectives. Another constraint in designing for diversity is negotiating broader organisational branding and marketing constraints while still addressing identified teaching and learning priorities. Balancing between these competing priorities and perspectives, ensuring permissions and styling choices were in alignment, and landing on a styling that worked well for both stakeholders This submission proposes to share the path taken in our inclusive digital and learning design project to date. To outline our model of research, consultation and co-design, implementation and iterative development. We intend to unpack what pedagogies and knowledges shaped the creation of these inclusive characters. We will not only share our process but will highlight learnings that will inform future projects. Moreover, we will showcase the most current iteration to this project with additional inclusive character designs being developed over 2021-2022.