Citations serve a critical function in shaping scholarly disciplines. The representation of scholars on reading lists helps to normalize which ideas become dominant and whose contributions are seen as legitimate and valued within a broader discourse. Their function goes beyond the symbolic: citations are also used as currency in decisions around hiring, tenure, and funding in academia. Importantly, research demonstrates that women, scholars of color, and non-Western scholars are cited with less frequency than their peers. As an early gateway to disciplinary conversations, reading lists have radical potential to expose students to a more diverse set of voices through the citations they contain. Additionally, a lack of representation on reading lists can decrease students' perception that they have a place within a field of study. Therefore, designing reading lists to address gaps in representation is an inclusive teaching practice that can help students feel a sense of belonging in the classroom and within a discipline. In this session, we will describe the development of a library-run workshop for faculty on diversifying their reading lists. Participants will gain knowledge to assist supporting faculty in diversifying their reading lists, as well as ideas for designing and delivering similar workshops at their respective libraries.